ROADMAP A1 TBK CVR - pearson.pl

Teacher’s Bookwith digital resources and assessment package

Kate Fuscoe, Clementine Annabell

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ROADMAP_A2_TBK_TTL.indd 1 25/11/2019 12:30F01_Roadmap_TB_A1_27726.indd 1 01/09/2020 18:14

COURSE COMPONENTS• Students’ Book with digital resources

and mobile app• Students’ Book with online practice,

digital resources and mobile app• Workbook with key and online audio• Teacher’s Book with digital resources

and assessment package• Presentation tool

Find out more at english.com/roadmap

Every class is di erent,every learner is unique.Roadmap is a new eight-level general English course for adults which recognises that every class is di� erent and every learner is unique. Built on Global Scale of Englishlearning objectives, the course is designed to give learners the speci� c language training they need to progress. Engaging, relevant content and extensive support materials make lessons enjoyable for both learners and teachers.

The Roadmap Teacher’s Book with digital resources and assessment package provides everything you need to deliver successful lessons and get the most out of the course.

• Clear instructions on how to exploit each lesson

• Ideas for warmers, � llers, extension and homework activities

• Culture notes and suggestions for dealing with tricky language points

• Answer keys for all practice exercises

• Additional support materials to add ‘spice’ to your lessons including photocopiable worksheets, games and activities

• Audio and video scripts plus video worksheets

• Unit, achievement, mid and end of course tests in accompanying assessment package

Learn more about the Global Scale of English at english.com/gse

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CONTENTS

3

Introduction

Students’ Book contents 4–7Welcome to Roadmap 8–9Course components 10–11Students’ Book 12–15Support components 16–19

Workbook 16Mobile app 16Online practice 17Teacher’s Book 18Teacher’s digital resources 18Presentation tool 19

Course methodology 20–23

Teacher’s notes

Units 1–10 24–138

Resource bank

Photocopiable activities index 139–140Photocopiable activities 141–230Photocopiable activities notes and answer key 231–252

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STUDENTS’ BOOK CONTENTS

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ContentsMAIN LESSON GRAMMAR/FUNCTION VOCABULARY PRONUNCIATION SPEAKING GOAL DEVELOP YOUR SKILLS LESSON GOAL FOCUS

Hellopage 6

be: I and you countries short forms of be introduce yourself to other students

1A Develop your readingpage 86

understand a simple online pro� le

understanding capital letters

Jobspage 8

be: he/she/it jobs short forms of be ask and answer about jobs 1B Develop your listeningpage 87

understand short conversations about personal details

understanding answers to questions

Nationalitiespage 10

be: you/we/they nationalities short forms of be talk about di� erent nationalities

1C Develop your writingpage 88

write a short personal pro� le using capital letters and full stops

English in action page 12

ask for and give contact information


Check and re� ect page 13 Go online for the Roadmap video.

Familiespage 14

possessive ‘s, I/my, you/your, etc.

family words that sound the same

talk about your family 2A Develop your reading page 89

read a description of a photo understanding subject pronouns and possessive adjectives

Everyday things page 16

this, that, these and those everyday objects (1) this and these talk about everyday objects 2B Develop your writing page 90

complete a form completing forms

Numberspage 18

question words with be numbers 1–100 forms of be with question words

ask questions about other people

2C Develop your listening page 91

understand a description of classmates

understanding numbers

English in actionpage 20

pay for things in a shop pay for things in a shop


My townpage 22

There is/There are; singular and plural nouns

places in town short forms of there is and there are

say what’s in a town 3A Develop your reading page 92

read a description of a place understanding and and but

Is there wi� ?page 24

Is there a/an ...?/Are there any ...?

rooms and things in a home

intonation in questions and answers

talk about a � at 3B Develop your listening page 93

understand a description of a house

noticing intonation in lists

It’s expensive!page 26

position of adjectives describing places sentences stress describe a town or a city 3C Develop your writing page 94

write about your town using and and but


ask for and give directions ask for and give directions


You’ve got a friendpage 30

have/has got describing people short forms of have/has got

describe people 4A Develop your reading page 95

understand a short text understanding punctuation: apostrophes

Have you got it?page 32

have/has got: questions everyday objects (2) strong and weak forms of have and has

prepare for a trip 4B Develop your listening page 96

understand a short, informal conversation

understanding questions

Dos and don’tspage 34

imperatives common verbs sentence stress give advice 4C Develop your writing page 97

write a message to a friend using basic punctuation


tell the time tell the time


My week page 38

present simple: I/you/we/they

days of the week, everyday activities

sentence stress describe part of your week 5A Develop your reading page 98

understand a blog understanding sequence adverbs

A long journey page 40

present simple questions: I/we/you/they

travel and transport strong and weak forms of do

talk about how you travel to work/university

5B Develop your listening page 99

understand short, factual conversations

using pictures to help you listen

Food and drinkpage 42

present simple with frequency adverbs

food and drink word stress in frequency adverbs

take part in a survey about being healthy

5C Develop your writing page 100

write an informal message using correct word order


order food and drink order food and drink


page 6UNIT 1

page 14UNIT 2

page 22UNIT 3

page 30UNIT 4

page 38UNIT 5

1A

2A

3A

4A

5A

1B

2B

3B

4B

5B

1C

2C

3C

4C

5C

1D

2D

3D

4D

5D

FAST-TRACK ROUTE

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MAIN LESSON GRAMMAR/FUNCTION VOCABULARY PRONUNCIATION SPEAKING GOAL DEVELOP YOUR SKILLS LESSON GOAL FOCUS

Hellopage 6





Jobspage 8












Familiespage 14








Numberspage 18









My townpage 22

































My week page 38





















page 6UNIT 1

page 14UNIT 2

page 22UNIT 3

page 30UNIT 4

page 38UNIT 5

EXTENDED ROUTE



5

2

ContentsMAIN LESSON GRAMMAR/FUNCTION VOCABULARY PRONUNCIATION SPEAKING GOAL DEVELOP YOUR SKILLS LESSON GOAL FOCUS

Hellopage 6





Jobspage 8












Familiespage 14








Numberspage 18









My townpage 22

































My week page 38





















page 6UNIT 1

page 14UNIT 2

page 22UNIT 3

page 30UNIT 4

page 38UNIT 5

1A

2A

3A

4A

5A

1B

2B

3B

4B

5B

1C

2C

3C

4C

5C

1D

2D

3D

4D

5D

FAST-TRACK ROUTE


3


Hellopage 6





Jobspage 8












Familiespage 14








Numberspage 18









My townpage 22

































My week page 38





















page 6UNIT 1

page 14UNIT 2

page 22UNIT 3

page 30UNIT 4

page 38UNIT 5

EXTENDED ROUTE



6

STUDENTS’ BOOK CONTENTS

4


Good and bad habits page 46

present simple: he/she/it time expressions verb endings: /s/, /z/ and / z/

talk about another person’s habits

6A Develop your writing page 101

write about a daily routine using time expressions

Jobs around the housepage 48

present simple questions: he/she/it

jobs around the house

strong and weak forms of does

ask and answer about things people often do


understand short conversations

linking between words

Skills page 50

can/can’t for ability skills strong and weak forms of can

ask and answer about things you can and can't do

6C Develop your reading page 103

understand a short text understanding titles


make requests make requests


Questionspage 54

wh- questions places intonation in questions ask and answer about a place 7A Develop your writing page 104

write directions using sequence adverbs

A good daypage 56

was/were, there was/were months. dates short forms of was not and were not

talk about good days 7B Develop your listening page 105

understand a short conversation about events

understanding present and past

How was it?page 58

was/were (questions), there was/were (questions)

adjectives strong and weak forms of was and were

ask and answer about past events


understand short texts � nding dates, times and place names


buy travel tickets buy travel tickets


8A When I was youngpage 62

past simple (regular verbs) verb phrases verb endings: /t/, /d/ and / d/

give a talk about when you were young

8A Develop your reading page 107

understand a short story understanding a/an and the

8B You had a bad daypage 64

past simple (irregular verbs) irregular verbs silent letter in didn’t talk about a bad day 8B Develop your writing page 108

write a description of your last birthday

planning your writing

8C Good placespage 66

past simple (questions) holiday activities linking sounds talk about a holiday 8C Develop your listening page 109

understand directions listening for sequence adverbs

8D English in actionpage 68

greet people greet people


9A Family photospage 70

object pronouns (me, him, her, etc.)

prepositions of place weak form of object pronouns

talk about the people in a photo


understand short messages understanding subject and object pronouns

9B Hobbiespage 72

like/enjoy/love/hate + -ing hobbies weak form of -ing ask and answer about things you and I like doing


understand people’s feelings listening for how people feel

9C Study habitspage 74

why and because learning a language because ask and answer about study habits


write a short text using because

9D English in action page 76

make and respond to suggestions



10A Goalspage 78

would like/love to collocations short form of would ask and answer about dreams and wishes


understand a short article understanding paragraphs

10B Party timepage 80

be going to party vocabulary going to talk about plans for a class party

10B Develop your listeningpage 114

understand a conversation about plans

checking information and showing understanding

10C My plans page 82

be going to: questions seasons, time expressions

linking words ask and answer about plans for the year


write a short message for an online discussion

using subject and object pronouns


make and respond to invitations make and respond to invitations


Grammar bank page 116 Vocabulary bank page 136 Communication review 146 Communication bank page 151 Irregular verbs page 160

page 46UNIT 6

page 54UNIT 7

page 62UNIT 8

page 70UNIT 9

page 78UNIT 10

Contents FAST-TRACK ROUTE

6A

7A

8A

9A

10A

6B

7B

8B

9B

10B

6C

7C

8C

9C

10C

6D

7D

8D

9D

10D


5















Skills page 50








Questionspage 54



A good daypage 56





How was it?page 58






























9B Hobbiespage 72












10A Goalspage 78



















page 46UNIT 6

page 54UNIT 7

page 62UNIT 8

page 70UNIT 9

page 78UNIT 10

EXTENDED ROUTE



7

4















Skills page 50








Questionspage 54



A good daypage 56





How was it?page 58






























9B Hobbiespage 72












10A Goalspage 78



















page 46UNIT 6

page 54UNIT 7

page 62UNIT 8

page 70UNIT 9

page 78UNIT 10

Contents FAST-TRACK ROUTE

6A

7A

8A

9A

10A

6B

7B

8B

9B

10B

6C

7C

8C

9C

10C

6D

7D

8D

9D

10D


5















Skills page 50








Questionspage 54



A good daypage 56





How was it?page 58






























9B Hobbiespage 72












10A Goalspage 78



















page 46UNIT 6

page 54UNIT 7

page 62UNIT 8

page 70UNIT 9

page 78UNIT 10

EXTENDED ROUTE



8

Roadmap is a new, � exible eight-level general English course for adults. Recognising that every class is di� erent and every learner is unique, Roadmap provides a dual track approach that allows all learners to develop con� dence in speaking while taking a more tailored approach to skills development. It does this by providing smooth syllabus progression based on the Global Scale of English, by putting clear and achievable speaking goals at the heart of every lesson, and by providing in-depth skills development lessons for teachers to choose from at the back of the Students’ Book. Multiple opportunities are provided for learners to practise outside the classroom in print, online and using the mobile app.

Map your own route through the course

It can be challenging for institutions and teachers to deal with the di� erent needs, interests and abilities of each student, especially if they have a wide mix of learners in the same class. The unique dual track approach of Roadmap helps you solve this problem.

The fast track route concentrates on developing learners’ speaking skills as well as giving them the grammar, vocabulary and functional language they need to achieve their goals.

The extended route gives learners valuable practice in reading, writing and listening as well as speci� c training and strategies for developing these skills.

This unique approach also allows you to adapt material to suit di� erent course lengths. Whatever the number of hours in your course and whatever the interests of your learners, the � exible organisation of Roadmap makes it easy for you to choose the best route for your students’ success.

Build your students’ con� dence

Learners need to know what they are aiming for and why. This is key to building con� dence, increasing motivation and helping learners make rapid, tangible progress.

Global Scale of English learning objectives provide students with clear goals for every lesson (the goals have been selected to be useful and relevant to students in real-life situations).

Grammar and vocabulary has been speci� cally selected according to how useful it is in terms of helping learners reach speci� c goals.

Carefully structured tasks with ‘models’ and opportunities to review performance, Check and re� ect activities and regular progress tests allow learners to see how well they are doing and highlight the areas they need to improve.

Extended route:10 core units plus additional skills-based lessons (reading, writing and listening) linked to the content of each lesson.

WELCOME TO ROADMAP

Fast track route:10 core units featuring grammar, vocabulary and pronunciation with each lesson leading to a � nal GSE-related speaking activity.


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Make the most of your skills as a teacher

Roadmap is designed to be as supportive and easy to use as possible, whatever your level of experience, with:

‘pick-up-and-go’ lessons with clear aims and outcomes that are guaranteed to work.

clear instructions on how to exploit each lesson, including help with tricky language points, ideas for warmers, � llers, extension and homework activities.

a huge range of additional support materials, including video, photocopiable games and activities, online and mobile app practice activities, are provided to add variety to your lessons.

The front of class presentation tool makes it easy to access all the support material in one place and enhances your performance as a teacher.

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COURSE COMPONENTS

• Students’ Book with digital resources

and mobile app

• Students’ Book with online practice,

digital resources and mobile app

• Workbook with key and online audio

• Teacher’s Book with digital resources

and assessment package

• Presentation tool


Every class is di erent,

every learner is unique.

Roadmap is a new eight-level general English course for adults which recognises

that every class is di� erent and every learner is unique. Built on Global Scale of English

learning objectives, the course is designed to give learners the speci� c language

training they need to progress. Engaging, relevant content and extensive support

materials make lessons enjoyable for both learners and teachers.

The Roadmap Workbook with online audio consolidates key language points

covered in the accompanying Students’ Book and provides:

• extra grammar, vocabulary and functional language practice exercises.

• additional practice in reading, writing and listening.

• answer key.

• audio scripts.

WORKBOOKwith key and online audio

Anna Richardson

ROADMAP_A1_WBK_CVR.indd 1

27/07/2020 13:36

Every class is di� erent,every learner is unique.Roadmap is a new eight-level general English course for adults which recognises

that every class is di erent and every learner is unique. Built on Global Scale of English

learning objectives, the course is designed to give learners the speci� c language

training they need to progress. Engaging, relevant content and extensive support

materials make lessons enjoyable for both learners and teachers.Roadmap enables learners to: • make measurable progress with a syllabus built on GSE learning objectives.• build con� dence in speaking with relevant, communicative tasks.

• develop strategies for improving reading, writing and listening skills.• practise grammar and vocabulary out of class with the mobile app.Roadmap enables teachers to: • deliver successful lessons which are easy to prepare

and fun to teach.• adapt the material easily to meet learners’ speci� c needs.

• maintain learners’ interest with an extensive range of additional support materials.

COURSE COMPONENTS• Students’ Book with digital resources and mobile app• Students’ Book with online practice,digital resources and mobile app• Workbook with key and online audio• Teacher’s Book with digital resources and assessment package• Presentation tool


ROADMAP

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A1STUDENTS’ BOOKwith digital resources and mobile app

Amanda Maris


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ROADMAP_A1_SBK_CVR.indd 1

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with key and online audio

Anna Richardson

with digital resources and mobile app

A1TEACHER’S BOOK

with digital resources and assessment package


ROADMAP_A1_TBK_CVR.indd 1 14/08/2020 09:37


FOR LEARNERS

10

Vocabulary1 a Match � ags 1–12 with the countries in the box.

Argentina Brazil Canada Italy Japan Mexico Poland Spain Thailand the UK the US Turkey

1 Canada

Reading and listening4 a 1.3 Listen to two conversations at a language

conference. Complete them with the correct countries.

Conversation 1A: Hello, I’m Juan. Nice to meet you. B: Nice to meet you, too. I’m Akiko.A: Hi. Are you here for the conference? B: Yes, I am. Are you a teacher? A: No, I’m not. I’m the manager of a language school.B: Where are you from?A: I’m from 1 . How about you?B: I’m from 2 . I’m a university teacher.Conversation 2A: Hi, are you Lucy?B: Yes, I am. Barbara?A: Yes, I’m Barbara. Nice to meet you. Sorry, am I late?B: No, you aren’t.A: Great. So where are you from, Lucy?B: I’m from 3 . Are you from Spain?A: No, I’m not. I’m from 4 .

b Listen again and repeat.

c Work in pairs. Practise the conversations.

Hello1A

Goal: introduce yourself to other students

Grammar: be: I and you

Vocabulary: countries

A John Miller, the UK B

C

Maria Fernandez, Spain

Ela Atan, Turkey

b 1.1 Listen and check your answers. Then listen again and repeat.

2 a 1.2 Listen and complete the table.

Argentina Brazil Canada Italy Japan Mexico Poland Spain Thailand Turkey

o Oo oO Ooo ooOo Poland Japan


c How do you say your country in English? Underline the stressed syllable.

Brazil, Italy

3 Work in pairs. Look at photos A–F and roleplay conversations.

A: Hello, I’m Maria.B: Hi, Maria. I’m John.A: Where are you from?B: I’m from the UK. Where are you from?

Go to your app for more practice.

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Grammar5 Read and complete the grammar box.

be: I and you+ I’m Juan.

I’m a university teacher.You’re on time.

? Am I late? + Yes, you are.

- No, you aren’t.

? Are you a teacher? + Yes, I am.

Are you from Spain? - No, I’m not.

with whereWhere are you from? I’m from Mexico.

Short forms1 = I am2 = you are3 = are not

6 a 1.4 Listen to the sentences. Notice the pronunciation of the short forms in blue.1 I’m from Mexico.2 I’m not a teacher.3 You’re on time.4 You aren’t late.


7 a Complete the conversation with the correct form of be.A: Hello. 1 you here for the conference?B: Yes, I 2 . I 3 Laura.A: I 4 Elif.B: Nice to meet you.A: Nice to meet you, too. 5 you from the US?B: No, I 6 not. I’m from Toronto in Canada. Where

7 you from?A: I 8 from Ankara in Turkey.

b 1.5 Listen and check your answers.

8 Work in pairs. Roleplay conversations with the information below. Use Exercise 7a to help you.

Conversation 1 Conversation 2

Go to page 116 or your app for more information and practice.

SpeakingPREPARE

9 Complete the conference card with your information.

1A | H

ello

Develop your

reading page 86

Amy Desmond, the US Santos Flores, Mexico Masayuki Ogawa, JapanD E F

SPEAK

Work in groups. You are at the language conference. Introduce yourself to the other students.

A: Hi. I’m Mehmet Osman.B: Hello. I’m Lana Cruz. Nice to meet you.A: Nice to meet you, too. Where are you from?

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10th International Language Conference

Name:

City:

Country: student school teacher university teacher language school teacher manager

Name: Diego Castillo

City: Buenos Aires

Country: Argentina

Name: Sofia Romano

City: Milan

Country: Italy

Name: Ana Santos

City: São Paulo

Country: Brazil

Name: Aleksander Nowicki

City: Warsaw

Country: Poland

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STUDENTS’ BOOK WITH DIGITAL RESOURCES AND MOBILE APP

STUDENTS’ BOOK WITH ONLINE PRACTICE, DIGITAL RESOURCES AND MOBILE APP

WORKBOOK WITH KEY AND ONLINE AUDIO

COURSE COMPONENTS

Ten units with three main input lessons linked to three Develop your skills lessons at the back of the book. Each lesson includes grammar, vocabulary and pronunciation and leads to a � nal speaking task based on Global Scale of English learning objectives. Key language presented and cross-referenced to a Grammar bank at the back of the book. A Vocabulary bank extends some of the key lexical sets in each unit and focuses on important areas such as word-building and collocation. An English in action lesson in each unit covers key functional language. Check and re� ect pages at the end of each unit show learners how their con� dence and mastery of spoken language has improved. Light-hearted video clips and worksheets (available online) extend and consolidate key language covered in the unit. Extra grammar and vocabulary exercises, available on the mobile app (the Pearson Practice English app), consolidate language points covered in the Students’ Book. Develop your skills lessons at the back of the book expose learners to di� erent genres and give them strategies for developing skills. Communication games at the back of the book enable learners to practise key language in a fun, communicative way.Audio/video scripts and word lists available online.

Provides online practice for students, class management for teachers and a gradebook to review performance.Includes all the Students’ Book material plus a digital version of the exercises and activities from the Workbook and Tests.Includes tools for managing and assigning self-study and practice activities to students, with automatic marking to save time.Includes a gradebook for reviewing performance of individual students and classes.

Ten units provide additional practice of material covered in the Students’ Book. Additional grammar, vocabulary and functional language practice activities.Additional reading, writing and listening practice activities.Answer key at the back of the book allows learners to check their answers. Audio available online.


FOR TEACHERS

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Un

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1A Hello Goal | introduce yourself to other students Grammar | be: I and you Vocabulary | countries GSE learning objective Can give very limited personal information using basic �xed expressions

1B Jobs Goal | ask and answer about jobs Grammar | be: he/she/it Vocabulary | jobs GSE learning objective Can say what someone’s job is, using familiar common job names

1C Nationalities Goal | talk about di�erent nationalities Grammar | be: you/we/they Vocabulary | nationalities GSE learning objective Can recognise and say the name of their own country, nationality and language

1D English in action Goal | ask for and give contact information GSE learning objective Can answer short, simple questions related to basic personal information, using a single word or phrase

Roadmap video Go online for the Roadmap video and worksheet.

Check and re�ect Review exercises and communicative activities to review the grammar and vocabulary from the unit.

VOCABULARY BANK

1B Jobs

DEVELOP YOUR SKILLS

1A Develop your reading Goal | understand a simple online pro�le Focus | understanding capital letters GSE learning objective Can extract personal details in a limited way

1B Develop your listening Goal | understand short conversations about personal details Focus | understanding answers to questions GSE learning objective Can understand the main information when people introduce themselves (e.g. name, where they are from, job)

1C Develop your writing Goal | write a short personal pro�le Focus | using capital letters and full stops GSE learning objective Can write a few basic sentences introducing themselves and giving basic personal information, given prompts or a model

24

1A Hello

IntroductionThe goal of this lesson is for Ss to practise introducing themselves. To help them achieve this, they will learn the verb be with I and you and the names of countries in the context of meeting new people.

Warm-upIntroduce yourself to the class. Say Hello, I’m (name). Write the phrase on the board and drill. Invite Ss to come to the front and rub out your name, replacing it with their own. Read aloud for Ss to repeat. Ask Ss around the class What’s your name? and elicit a response with I’m … . Ask Ss to work in pairs, taking turns to introduce themselves to their partners. Monitor and help where necessary.

VocabularyCountries1a Refer Ss to the countries in the box and look at the example. Ask them to work in pairs and match the countries to the �ags. Monitor and provide support and encouragement.b 1.1 Tell Ss they are going to listen and check their answers. When they have �nished, elicit Ss’ answers and write them on the board. Play the recording again for Ss to listen and repeat.

Answers: 1 Canada 2 the UK 3 the US 4 Spain 5 Poland 6 Turkey 7 Japan 8 Thailand 9 Argentina 10 Mexico 11 Brazil 12 Italy

Vocabulary checkpointCountries (and cities) start with a capital letter and most do not need an article. Countries that are a collection of islands or territories, such as the UK or the Maldives, and certain republics, start with the.

2a 1.2 Refer Ss to the table and look at the examples, Poland and Japan. Say these with exaggerated stress, so that Ss can hear the di�erence (see the Pronunciation checkpoint below). Tell Ss they will now listen to the country names in the box and write them in the correct place in the table, depending upon their stress pattern. Play the recording, pausing after each country for Ss to write. When they �nish, ask them to compare their answers in pairs, then play the recording again. Go through the answers as a class and drill as you do so.

Answers:

o Oo oO Ooo ooOoSpain Poland Brazil Canada Argentina

Thailand Japan ItalyTurkey Mexico

Pronunciation checkpointExplain that each word is divided into syllables and words of more than one syllable have a primary stress that is longer and louder than the others. Use the examples from the table in Ex 2a to show this. Point out that English doesn’t have a visible accent system, so each word has to be learned with its stress pattern. Weaker classes would bene�t from dividing the words in the box into syllables before attempting the task. Make pronunciation fun by exaggerating your own pronunciation and praise Ss’ e�orts.

b Ask Ss to listen again and repeat chorally. Drill individual Ss further if you think they need it. c Ask Ss to say their country’s name and think about where the stress is. They write down the word and underline the stressed syllable. Ss can use the stress patterns in the table to help them, but there may be some Ss whose country name doesn’t follow any of these. Monitor and help where necessary.

Optional extra activity

With a multilingual class, ask Ss to number the columns with stress patterns 1–5. Ask individuals to say their country and the others in the class decide which column the country belongs in. If anyone comes from a country that doesn’t follow any of the stress patterns, write the word on the board and ask the class to help you place the stress.

3 Ask Ss to look at photos A–F and spend time saying the names and countries. Read the �rst line of the conversation aloud and encourage a stronger student to answer you. Continue to read the conversation and drill the class in each response. Ask a stronger pair to practise another conversation for the class, then put Ss in pairs to practise more conversations. Monitor and listen, helping with pronunciation.

Teaching tipAsk a pair of more con�dent Ss to model the conversation across the class. They don’t need to leave their seats. This is called open pairs. Once Ss have seen the example in open pairs, they can practise more con�dently in closed pairs, with the person beside them. Pairwork helps Ss develop con�dence. They don’t have to get everything right, but through practising with others they will develop their con�dence in speaking English.

Further practice

Photocopiable activities: 1A Vocabulary, p143

Reading and listening4a 1.3 Look at the photo and explain that the people are at a language conference. Ask Ss if the people know each other (no). Tell them they should listen and write the countries in the gaps. Play the recording, twice if necessary, then ask Ss to compare in pairs before you go through the answers.

Answers: 1 Mexico 2 Japan 3 the UK 4 Argentina

b Play the recording again and pause after every line so that Ss can repeat chorally. You could divide the class into As and Bs and ask them to take turns to repeat their lines. c Put Ss in pairs to practise reading the conversations together. Monitor and listen. When they �nish, give some feedback if there have been any pronunciation di�culties, and invite one or two pairs to repeat for the class.


With stronger classes, ask Ss to repeat the activity substituting new names and countries.

Audioscript 1.3

Conversation 1A: Hello, I’m Juan. Nice to meet you. B: Nice to meet you, too. I’m Akiko.A: Hi. Are you here for the conference? B: Yes, I am. Are you a teacher? A: No, I’m not. I’m the manager of a language school.B: Where are you from?A: I’m from Mexico. How about you?B: I’m from Japan. I’m a university teacher.Conversation 2A: Hi, are you Lucy?B: Yes, I am. Barbara?A: Yes, I’m Barbara. Nice to meet you. Sorry, am I late?B: No, you aren’t. A: Great. So where are you from, Lucy?B: I’m from the UK. Are you from Spain?A: No, I’m not. I’m from Argentina.

Grammarbe: I and you5 Look at the grammar box as a class. Ask Ss to look at the words in bold. Explain that I’m is a contraction of I am and You’re is a contraction of You are. Elicit, or explain, that I and You are the subjects of these sentences and am and are are the �rst and second person forms of the verb be. If you have a monolingual class, you might consider doing this in the Ss’ language if possible. Read through the box and ask Ss what happens to the subject and verb in a question (they change places). Take your time going through the box and drawing attention to the contracted verb forms. Ask Ss to complete the contracted forms 1–3. When they have �nished, check the answers and write them on the board. Point out that the apostrophe takes the place of the missing letter in contracted forms and deal with any questions Ss may have.

Answers: 1 I’m 2 you’re 3 aren’t

6a 1.4 Focus Ss’ attention on the short forms in blue and explain they should listen to how they sound. b Play the recording and ask Ss to repeat each time. Drill further as needed.7a Focus attention on the conversation and ask what words are missing (the verbs). Ask Ss to complete the missing verbs, using the grammar box to help them. With weaker classes, do several together as a class, then let Ss continue. Monitor and listen. When they �nish, don’t go through the answers as they will hear these in the next activity. Make sure that Ss use capital letters when needed.b 1.5 Play the recording and ask Ss to listen and check their answers. Go through the answers as a class and write them on the board.

Answers: 1 Are 2 am 3 ’m 4 ’m 5 Are 6 ‘m 7 are 8 ’m


Ss practise reading the conversation in pairs, taking turns with each role. This builds con�dence and is good for all classes, especially weaker classes.

1 OVERVIEW

M01_Roadmap_TB_A1_27726.indd 1-2 28/08/2020 07:31

TEACHER’S BOOK

TEACHER’S DIGITAL RESOURCES

VIDEO

PRESENTATION TOOL

The Teacher’s Book features a host of support materials to help teachers get the most out of the course.

Teacher’s notes for every unit with warmers, � llers, alternative suggestions, advice on dealing with tricky language items, culture notes, etc.Teaching tips on useful areas such as dealing with mixed abilities, teaching grammar, vocabulary and pronunciation.Grammar and vocabulary photocopiable worksheets for every unit, including accompanying teacher’s notes and answer keys.Class audio scripts and answer keys.Photocopiable worksheets for each Students’ Book unit accompanied by teaching notes and answer key.

Additional resources can be accessed on the Pearson English Portal using the access code in the Teacher’s Book.

Class audio. Video and video worksheets.Audio and video scripts.Word lists.Students’ Book answer key.Assessment package with a range of tests including unit tests (grammar, vocabulary and functional language), achievement and mid and end of course tests (grammar, vocabulary, functional language and skills), with accompanying audio. Workbook audio.

Ten videos – one for each unit – designed to consolidate key language and illustrate some of the quirkier aspects of real life.Each video features a roving reporter who goes out on location to visit interesting places, meet interesting people and/or try new experiences.Video clips are 2–3 minutes in length and are designed to entertain learners and provide a bit of light relief.Video worksheets (to exploit the language in the videos) are available online.

Interactive version of the Students’ Book with integrated audio and video is available on the Pearson English Portal.Planning mode (includes teacher’s notes) and teaching mode.Easy navigation via book page and lesson � ow.Answers to exercises at the touch of a button.Integrated audio.Integrated video, with timed-coded video scripts.A host of useful classroom tools.

1A Grammar 1 be: I and you

PHOTOCOPIABLE © Pearson Education Limited 2020 141

1 Are you a new student today?

Yes, I am. No, I’m not.

2 Emma is a new student from Italy. Complete Emma’s conversations with the words in the boxes.

3 Work in pairs. Practise the conversations.

am are aren’t I’m (x2) ‘re

A: Hello, 1 you a new student?B: Yes, I 2 . Am I late?A: No, you 3 . You 4

on time.B: OK, Great. 5 Emma Cabello.A: Nice to meet you, Emma. I’m Sandy Reed.

6 the manager of the language school.B: Nice to meet you.

am are (x2) I I’m ‘m

A: Hi, 7 you here for the English class?B: Yes, I 8 . I’m Emma.A: I 9 Emir. Nice to meet you.B: Nice to meet you, too. Where 10

you from?A: 11 ’m from Turkey. How about you?B: 12 from Italy.

are I I’m ’m not you

A: Hello, 13 Tim. I’m your teacher. 14 you Ela?

B: No, I’m 15 . I 16 Emma. Emma Cabello.

A: Sorry! Nice to meet you, Emma.B: Nice to meet you, too, Tim.A: Where are 17 from, Emma?B: 18 ’m from Florence, in Italy.

Z02_Roadmap_TB_A1_27726.indd 1 18/08/2020 10:35

141

Emma is a new student from Italy. Complete Emma’s conversations with the words in the boxes.

1A Grammar 2 be: I and you

PHOTOCOPIABLE © Pearson Education Limited 2020

142

✁you / are / Spain / from ?

?you / here / are / for the class ?

?

student / a / am / I ?

?you / teacher / are / a ?

?

are / from / you / where ?

?from / am / Japan / I ?

?

late / am / I ?

?you / at / are / university ?

?

are / manager / you / a ?

?on / am / time / I ?

?

are / here / you / for the conference ?

?late / are / you ?

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STUDENTS’ BOOK

Vocabulary1 a Match � ags 1–12 with the countries in the box.

Argentina Brazil Canada Italy Japan Mexico Poland Spain Thailand the UK the US Turkey

1 Canada

Reading and listening4 a 1.3 Listen to two conversations at a language

conference. Complete them with the correct countries.

Conversation 1A: Hello, I’m Juan. Nice to meet you. B: Nice to meet you, too. I’m Akiko.A: Hi. Are you here for the conference? B: Yes, I am. Are you a teacher? A: No, I’m not. I’m the manager of a language school.B: Where are you from?A: I’m from 1 . How about you?B: I’m from 2 . I’m a university teacher.Conversation 2A: Hi, are you Lucy?B: Yes, I am. Barbara?A: Yes, I’m Barbara. Nice to meet you. Sorry, am I late?B: No, you aren’t.A: Great. So where are you from, Lucy?B: I’m from 3 . Are you from Spain?A: No, I’m not. I’m from 4 .


c Work in pairs. Practise the conversations.

Hello1A

Goal: introduce yourself to other students

Grammar: be: I and you

Vocabulary: countries

A John Miller, the UK B

C

Maria Fernandez, Spain

Ela Atan, Turkey

b 1.1 Listen and check your answers. Then listen again and repeat.

2 a 1.2 Listen and complete the table.


o Oo oO Ooo ooOo Poland Japan


c How do you say your country in English? Underline the stressed syllable.

Brazil, Italy

3 Work in pairs. Look at photos A–F and roleplay conversations.

A: Hello, I’m Maria.B: Hi, Maria. I’m John.A: Where are you from?B: I’m from the UK. Where are you from?

Go to your app for more practice.

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Grammar5 Read and complete the grammar box.

be: I and you+ I’m Juan.

I’m a university teacher.You’re on time.

? Am I late? + Yes, you are.

- No, you aren’t.

? Are you a teacher? + Yes, I am.

Are you from Spain? - No, I’m not.

with whereWhere are you from? I’m from Mexico.

Short forms1 = I am2 = you are3 = are not

6 a 1.4 Listen to the sentences. Notice the pronunciation of the short forms in blue.1 I’m from Mexico.2 I’m not a teacher.3 You’re on time.4 You aren’t late.


7 a Complete the conversation with the correct form of be.A: Hello. 1 you here for the conference?B: Yes, I 2 . I 3 Laura.A: I 4 Elif.B: Nice to meet you.A: Nice to meet you, too. 5 you from the US?B: No, I 6 not. I’m from Toronto in Canada. Where

7 you from?A: I 8 from Ankara in Turkey.

b 1.5 Listen and check your answers.

8 Work in pairs. Roleplay conversations with the information below. Use Exercise 7a to help you.

Conversation 1 Conversation 2


SpeakingPREPARE

9 Complete the conference card with your information.

1A | H

ello

Develop your

reading page 86

Amy Desmond, the US Santos Flores, Mexico Masayuki Ogawa, JapanD E F

SPEAK

Work in groups. You are at the language conference. Introduce yourself to the other students.

A: Hi. I’m Mehmet Osman.B: Hello. I’m Lana Cruz. Nice to meet you.A: Nice to meet you, too. Where are you from?

10

10th International Language Conference

Name:

City:

Country: student school teacher university teacher language school teacher manager

Name: Diego Castillo

City: Buenos Aires

Country: Argentina

Name: Sofia Romano

City: Milan

Country: Italy

Name: Ana Santos

City: São Paulo

Country: Brazil

Name: Aleksander Nowicki

City: Warsaw

Country: Poland

7


The Students’ Book has ten units featuring three double-page main lessons containing approximately 90 minutes of teaching material. Each lesson features grammar, vocabulary and pronunciation activities which lead up to a � nal speaking task. Each lesson links to a Develop your skills lesson and other material at the back of the book including a Grammar bank, Vocabulary bank, Communication bank and Communication games.

Clearly de� ned Global Scale of English objectives at the start of each lesson. Di� erent topics for each lesson to maintain interest and motivation.Striking images provoke interest in the topic and provide a vehicle for teaching vocabulary.Short reading and/or listening texts featuring real-life information are used to present grammar and/or vocabulary.Grammar rules are clearly highlighted and target language practised through form-based and communicative practice activities.Pronunciation is highlighted and practised in each lesson.Additional practice is provided on the mobile app and in the Grammar bank at the back of the book.Key vocabulary is presented in context and practised through personalised activities.Carefully staged speaking tasks with ‘models’ and time to prepare build learners’ con� dence.Relevant, meaningful tasks engage learners and prepare them for real life.English in action pages focus on functional language. Each unit ends with a Check and re� ect page that consolidates key grammar and vocabulary.

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Every class is di� erent,every learner is unique.Roadmap is a new eight-level general English course for adults which recognises that every class is di erent and every learner is unique. Built on Global Scale of Englishlearning objectives, the course is designed to give learners the speci� c language training they need to progress. Engaging, relevant content and extensive support materials make lessons enjoyable for both learners and teachers.

Roadmap enables learners to: • make measurable progress with a syllabus built on GSE learning objectives.• build con� dence in speaking with relevant, communicative tasks.• develop strategies for improving reading, writing and listening skills.• practise grammar and vocabulary out of class with the mobile app.

Roadmap enables teachers to: • deliver successful lessons which are easy to prepare and fun to teach.• adapt the material easily to meet learners’ speci� c needs.• maintain learners’ interest with an extensive range of additional support materials.



ROADMAP

A1STU

DEN

TS’ BOO

K

Maris


§

10 20 30 40 50 60 70 80 90

<A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2

CEFR

B1B1+

B2+B2

C1/2

A2+A2A1 A1

STUDENTS’ BOOKwith digital resources and mobile app

Amanda Maris


§

10 20 30 40 50 60 70 80 90

<A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2

CEFR

B1B1+

B2+B2

C1/2

A2+A2A1

ROADMAP_A1_SBK_CVR.indd 1

28/07/2020 11:48


13

English in action1D

1 Look at the photo. Work in pairs. Where are the people?a at a conferenceb in a language schoolc in a hotel

2 1.14 Listen to the conversation. Who is the student? Where is she from?

3 a Read the Useful phrases box. Listen to the conversation again and number the phrases in the order that you hear them.

Useful phrasesAsking for informationWhat’s your rst name?What’s your family name?What’s your phone number?What’s your email address?Checking informationSorry, can you say that again?How do you spell (your rst name)?Giving informationMy rst name is (Selin).My family name is (Atakan).My number is (020-555-7645).My email address is ([email protected]).

b Listen again and complete the form.

5 Complete the form with your information.

Goal: ask for and give contact information

Go online for the Roadmap video.

4 a Complete the conversation with the correct questions. Use the Useful phrases to help you.A: 1 ?B: Dieter Neumann.A: 2 rst name?B: D - I - E - T - E - R.A: And 3 again?B: Neumann. That’s N - E - U - M - A - N - N.A: 4 ?B: It’s 07700 900617.A: Sorry, 5 ?B: 07700 900617.A: And 6 ?B: It’s [email protected].

b 1.15 Listen, check and repeat.

6 Work in pairs. Ask and answer questions to complete the form with your partner's information.

NEW CONTACT1 : Selin2 : Atakan3 : 020-555-76454 : [email protected]

NEW CONTACT

First name: Family name: Phone number: Email address:

NEW CONTACT

First name: Family name: Phone number: Email address:

12


Vocabulary1 a Look at the map and the pro� les. Where are the

people from?

b Complete 1–8 in the pro� les with jobs a–h.a football playerb doctorc school teacherd pilot

e farmerf nurseg taxi driverh o ce worker

c 1.6 Listen and underline the stressed syllables in the jobs in Exercise 1b. Then listen again and repeat.

football player

2 Work in pairs. Choose a person from Exercise 1a. Then ask and answer questions about the person.

A: Are you from Poland? B: No, I'm not. A: Are you a football player? B: Yes, I am. I'm Santiago.

Go to page 136 or your app for more vocabulary and practice.

Jobs1B

Goal: ask and answer about jobs

Grammar: be: he/she/it

Vocabulary: jobs

Reading3 Read the web page. Match people 1–3 with jobs a–c.

1 Lucy2 Paul3 Mila

a o ce workerb doctorc nurse

Green Cross Hospital is a small hospital. It’s in Manchester in the UK.

Hospital sta� Lucy BrownLucy is from London. She’s a doctor.Paul TurnerPaul is from Manchester. He’s a nurse.Mila KowalskiMila is from Toronto. She’s an o� ce worker at the hospital.

About us

Green Cross Hospital

Name: Santiago Castillo

Job: 6

City: MendozaCountry: Argentina

Job: 2

City: Norwich Country: the UK

Name: Amy Gardner

Job: 1

City: ChicagoCountry: the US

Name: Josh King

Job: 8

City: Chiang MaiCountry: Thailand

Name: Mali Arak

Job: 7

City: ValenciaCountry: Spain

Name: Emilio Garcia

Job: 5

City: GuadalajaraCountry: Mexico

Name: Yolanda Alvarez

8


1 Find the ten countries in the wordsearch.


P L B R A Z I L L M

O T U X O P R N N E

L U R I T A L Y K X

A R G E N T I N A I

N K J A P A N S F C

D E K Z Z O N B T O

B Y U S P A I N K C

T H A I L A N D R S

U K V S J J K P K N

C A N A D A I B B E

2 a Put the words in the correct order to make sentences.1 from / I / Brazil / am

I am from Brazil.2 am / London / from / not / I3 you / class / my / in / Are ?4 are / Where / from / you ?5 my / you / are / No, / in / class / not

b Rewrite three of the sentences in Exercise 2a. Use short forms.

3 Complete the sentences with the correct form of be. Use short forms. 1 A: you from Spain? B: No, I from Mexico.2 A: I in Class 4. you? B: No, I . I in Class 3.3 A: Hi, I Tomoko. I from Japan. B: Nice to meet you. I Burak from Turkey.4 A: I late? B: No, you late.

4 Complete the names of the jobs.1 f _ _ _b_ _ _ p l a y e r 2 s_ _ _ _ _ t_ _ _ _ _r3 f_ _ _ _ r4 o_ _ _ _ _ w_ _ _ _ r5 p _ _ o_6 d _ _t_ _ 7 t _ _ _ d_ _ _ _r8 n_ _ _ _

5 Correct the sentences. Add is or isn't.1 Lionel Messi a football player.2 Marina from Italy?3 Yes, Yoko in Class 5.4 The White House in New York.5 Pete a doctor?6 No, he.

6 Correct the sentences. Use the information in brackets.1 Jennifer Lopez is English. (American)

Jennifer Lopez isn’t English. She’s American.2 Cristiano Ronaldo is a doctor. (football player)3 The students are at a British university. (American)4 Celine Dion is from Spain. (Canada)5 We are from Spain. (all over the world)

7 a Complete the sentences with the correct nationalities. 1 Gemma’s from the UK. Gemma’s British . 2 Murat’s from Turkey. Murat’s . 3 Sonoko’s from Japan. Sonoko’s . 4 Jake’s from Canada. Jake’s . 5 Felipe's from Brazil. Felipe's . 6 Manolo’s from Spain. Manolo’s . 7 Maria’s from Argentina. Maria’s . 8 Sergio’s from Mexico. Sergio’s . 9 Agnieszka’s from Poland. Agnieszka’s .10 Anurak’s from Thailand. Anurak’s .

b Write the names, nationalities and jobs of three people you know.

c Work in pairs. Tell your partner about the people in Exercise 7b.

Gino’s my friend. He’s Italian and he’s a doctor.

8 Choose the correct alternatives.1 Ana and Lydia are friends. We’re / They’re from Mexico.2 Hey Luca, we are / are we in Classroom 2 today?3 Mike and Sally are teachers. Are they / They are British.4 A: Hello Yuki, hello Yumi. Are we / Are you from Tokyo? B: We aren’t / They aren’t from Tokyo. You’re / We’re

from Osaka.5 Hi Jaime, hi Abdul. Don't worry! You aren’t / They aren’t

late.

9 Complete the text with ’re, are and aren’t.Nick and Kelly my friends in London. I’m from the UK, but Nick and Kelly British. They from Canada.

Re�ectHow con�dent do you feel about the statements below? Write 1–5 (1 = not very con�dent, 5 = very con�dent).

• I can introduce myself to other students.• I can ask and answer about jobs.• I can talk about di�erent nationalities.• I can ask for and give contact information.

Check and re�ect

Want more practice?

Go to your Workbook or app.

13


4 a Read the web page again. Choose the correct option, a or b, to answer the questions.1 Is the hospital in London? a Yes, it is. b No, it isn’t.2 Is Paul from the UK? a Yes, he is. b No, he isn’t.3 Is Mila a doctor? a No, she isn’t a doctor. She’s a nurse. b No, she isn’t a doctor. She’s an o ce worker.

b Underline all the examples of ’s, is and isn’t in Exercises 3 and 4a.

Grammar5 a Read and complete the grammar box with ’s and isn’t.

be: he/she/it

+ -

He’s a nurse. He isn’t from the UK.

She 1 a doctor. She isn’t from Canada.

It 2 a small hospital.

It 3 a big hospital.

? + -

Is he from the UK? Yes, he is. No, he isn’t.

Is she a doctor? Yes, she is. No, she isn’t.

Is it in London? Yes, it is. No, it isn’t.

with whereWhere’s she from? She 4 from Spain.

b 1.7 Listen to the sentences. Notice the pronunciation of the short forms in blue. 1 She’s a doctor.2 He’s a nurse.3 It’s a small hospital.4 Where’s she from?5 She isn’t a doctor.6 Mila’s an o ce worker.

c Listen again and repeat.

6 1.8 Choose the correct alternatives. Then listen and check your answers.A: So, Patrick are you a football player?B: Yes, 1I'm / it is a football player in the UK.A: 2It is / Is it a good team?B: Yes, 3it is / it’s.A: 4Is the manager / The manager is nice?B: Yes, 5he’s / is he OK.A: 6He’s / Is he from the UK?B: No, he 7isn’t / not.A: Where 8's he / he from?B: 9He’s / Is from Argentina.

7 a Look at the pro� les in Exercise 1a again. Answer the questions.1 Is Mali from Japan?

No, she isn’t. She’s from Thailand.2 Is Santiago a pilot?3 Is Sakura a farmer?4 Is Emilio a nurse?5 Is Josh a school teacher?6 Is Yolanda a doctor?

b Complete the pro� les for two people. Work in pairs and tell your partner about them.

1B | Jobs

Develop your

listening page 87

A: This is Diego. He’s a teacher. He’s from Córdoba in …


SpeakingPREPARE

8 Work in pairs. Student A: Turn to page 151. Student B: Turn to page 152.

SPEAK

9 Ask and answer the questions and complete the pro� les on pages 151/152.

A: Is Julia a doctor? B: No, she isn’t. She’s …

Name: Job: City: Country:

Name: Job: City: Country:

Job: 3

City: TorunCountry: Poland

Name: Lidia Nowak

Job: 4

City: NagoyaCountry: Japan

Name: Sakura Sato

9


11 12


14

STUDENTS’ BOOK

The Students’ Book also features Develop your skills lessons at the back of the book. These lessons are based on GSE learning objectives and are thematically linked to the main lessons. They focus on developing speci� c strategies for improving reading, writing and listening and expose learners to a wide variety of di� erent text types/genres. The Develop your skills lessons can either be done in class following the main lessons they are linked to, or they can be used for homework.

Develop your reading lessons provide practice of speci� c genres such as online pro� les, descriptions, texts, articles, stories and blogs. Develop your listening lessons provide practice in di� erent types of listening such as short conversations on a range of familiar subjects, monologues, directions and descriptions.Develop your writing lessons provide practice of speci� c genres such as personal pro� les, informal messages, short descriptions and texts, online discussions and directions. Each Develop your skills lesson has a clearly de� ned genre-related goal and a focus which teaches a sub-skill related to the genre.Special Focus boxes highlight reading, listening and writing sub-skills such as understanding capital letters, understanding answers to questions, completing forms, understanding and and but, planning your writing and using subject and object pronouns etc.Practice exercises are provided to ensure learners can recognise and use the sub-skills in focus.

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B C

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Develop your reading1A Goal: understand a simple online pro� le

Focus: understanding capital letters

1 Match photos A–D with sentences 1–4.1 John Smith is from Liverpool in the UK.2 Maria Fernandez is from Granada in Spain.3 Toru Yamashita is from Osaka in Japan.4 Natalia Mazur is from Poznań in Poland.

2 Read the Focus box. Underline the capital letters in Exercise 1.

Understanding capital lettersPeople’s names start with CAPITAL letters:• John Smith• Maria FernandezPlace names start with CAPITAL letters:• Granada in Spain• Poznań in Poland

3 a Look at the website. Underline the people’s names. Circle the place names.

4 Read the messages and complete the table. Use the capital letters to help you.

b Read the website again. Answer the questions.1 Is Benjamin from the UK?2 Where is Marco from?3 Is Mariko from Tokyo?4 Where is Monika from?5 Where is Sang from?

Name From Place of work123

Hello. Nice to meet you. I’m Antoni Bakula. I’m an English teacher at a language school in Berlin in Germany. I’m from Lublin in Poland. Are you an English teacher? Where are you from?

Hi. I’m Billy Davies. I’m from Chicago in the US. I’m an English teacher at a university in Moscow in Russia. It’s nice to meet you.

Hi! Nice to meet you. I’m Jose� na Flores. I’m from Acapulco in Mexico. I’m an English teacher at a school in San Juan in Mexico.

International Student ConferenceLondon University

Listen to these people: Marco Silva: he's from Buenos Aires in Argentina. Monika Lewandowski: she's from Warsaw in Poland. Benjamin Carter: he's from Auckland in New Zealand. Mariko Sato: she's from Fukuoka in Japan. Sang Mai: he's from Hanoi in Vietnam.

1

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86


Develop your listening1B Goal: understand short

conversations about personal

details

Focus: understanding answers

to questions

1 a Match questions 1–3 with answers a–c.

1 What’s your name?

2 Where are you from?

3 What’s your job?

a I’m a farmer.

b Jason.c the US.

b 1.9 Listen to four conversations. How does Jason

answer the questions?

1 I’m called Jason.

2 3 4

2 Read the Focus box. Where is the important

information in answers, at the beginning or end?

Understanding answers to questions

What’s your name?

It’s Jason. My name’s Jason.

Jason.I’m called Jason.

Where are you from?

I’m from the US.

I come from the US.

The US.What’s your job? I’m a farmer.

My job? I’m a farmer.

3 Match questions 1–3 with answers a–h.

1 What’s your name?

2 Where are you from?

3 What’s your job?

a It’s Pamela.b Spain. c Steven.d I’m called Trudy.

e I’m a taxi driver.

f My job? I’m a teacher.

g My name’s Anna.

h I come from Argentina.

4 1.10 Listen to three conversations and complete

the information about the people.

1

2

3

Name:

Country:

Job:

Name:

Country:

Job:

Name:

Country:

Job:

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1 Match photos A–C with pro� les 1–3.1 Hi. I’m Pedro. I’m from Barcelona in Spain. I’m a doctor.2 Hello. My name is Benjamin Turner. I’m from Vancouver in Canada. I’m an English teacher.3 Hello. I’m Raquel Jimenez. I’m from Mexico City in Mexico. I’m an o ce worker.2 Read the Focus box. Circle the capital letters and full stops in Exercise 1.

Using capital letters and full stopsUse capital letters (A, B, C, etc.):• for I: I’m a football player.• for names: My name is Helen Martin.• for places: I’m from Nagasaki in Japan.• for languages: I’m an English student.Use full stops (.) and capital letters in sentences:I’m a teacher. Are you a teacher?No, I’m not. I’m an o� ce worker.

Develop your writing1C

Goal: write a short personal pro� le

Focus: using capital letters and full stops

3 Correct the mistakes. Use capital letters and full stops.

4 Write a pro� le for this student. Use capital letters and full stops.

Name Jonas weberCity berlinCountry germanyJob taxi driver

Prepare5 Complete the table with your information.NameCityCountryJob

Write6 a Write your pro� le. b Work in pairs. Read and check the capital letters and full stops in your partner’s pro� le.

A

BC

1 Hello. I’m louisa west. i’m from London I’m an english teacher.

2 hello. i’m Marek Kowalski. i’m from Lodz in poland. i’m a nurse.

3 Hi. I’m christine chen. I’m from Beijing in china. I’m an of� ce worker

4 Hello. i’m Tamara Gonzalez. i’m from valencia in Spain. i’m a football player.

5 hi. i'm stefano pomesano. i'm from Bergamo in italy. i'm a farmer.

88

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2

3


15

page from SB, p146, to be supplied

The Students’ Book also has extensive back of book material including a Grammar bank, a Vocabulary bank, Communication games and a Communication bank.

136

Vocabulary bank

1B Jobs1 Look at the photos and complete 1–12 with the words in the box.

artist bus driver manager police ocer receptionist shop assistant soldier student tennis player tour guide waiter/waitress writer

student police o�cer manager solider - could you please use the photo we have cut from page 8 of the proofs (male Polish solder)

1 student 2 3 4

artist writer tennis player shop assistant

5 6 7 8

bus driver waiter/waitress receptionist tour guide

9 10 11 12

2 Work in pairs. Do you know anyone who does the jobs in Exercise 1?My mum is a bus driver.

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137

2B Everyday objects1 Look at the picture and complete 1–12 with the words

in the box.

backpack credit card glasses handbag keyboard laptop money newspaper passport screen umbrella wallet

1 newspaper 2 3 4 5 6

7 8 9 10 11 12

2 Work in pairs. What objects are in your bag?my credit card, my glasses, …

2A Family1 Look at the photos and complete the sentences with the words in the box.

aunt boyfriend cousins girlfriend grandad grandma nephew niece parents uncle

2 Work in pairs. Tell your partner the names of people in your family.My uncle’s name is Vladimir.

Elsa: He’s not in my family. He’s my 9 and I’m his 10 .

Eve: They are my brother’s children. He is my 7 and she is my 8 .

Marcus: They are my aunt and uncle's children. They are my 6 .

Rick: They are my dad’s brother and his wife. He's my 4 and she's my 5 .

Yuri: They are my father’s parents. He's my 2 and she's my 3 .

Beth: They are my mum and dad. They are my 1parents.

8

9

7

6

5

432

1

6

1

89

7

3

4

2

12

10

11

5

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146

Communication review

Reach the end (Units 1–2 review)

Work in groups. Roll the dice and move your counter to the correct square. Read and answer the question on the

square. If you cannot answer it, go back to your previous square.The � rst person to reach Finish wins.

FINISH

START

What’s your phone

number?

Are your friends at

university?

What’s this in English?

Is this a clock?

Are you from Spain?

Who are your friends?

What are these in English?

What are these numbers?

11 12 13

Where are you from?

Are you a nurse or a

doctor?

Who is in your family?

What is in this classroom?

Who is a football player? How old is he/she?

Where is your teacher from?

Are you an o� ce worker?

Think of a person in your

family. What is his/her

name?

Think of a pet. Is it yours?

What is its name?

How much is a pen

in your country?

Are your classmates from

di erent countries?

How do you spell your � rst

name?

4

5

12

13

3

6

11

14

19

2

7

10

15

20

18

1

8

9

16

17

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15

137

151

Communication bankLesson 1B8 Student A Read the pro�les of Julia Smith and Pavel Kowalski and think of questions to complete the information. Then

turn back to page 9, Exercise 9.Is Julia a doctor?

Name: Julia SmithJob: City: Country:

Name: Javier MartinezJob: pilot City: Los Angeles Country: the US

Name: Pavel KowalskiJob:City: Country:

Name: Yuki MoriJob: farmer City: São Paulo Country: Brazil

Lesson 2C9 Student A Read the pro�les and think of questions to complete the information. Then turn back to page 19, Exercise 10.

Where’s Lena from?

Name: Lena BarosCountry: Age: 93 Job:

Name: Silvia LopezCountry: Mexico Age: Job: doctor

Name: Thiago MorenoCountry: Age: 81 Job: o�ce worker

Name: Niran MeeboonCountry: Thailand Age: Job:

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16

SUPPORT COMPONENTS

WORKBOOK WITH ONLINE AUDIO

The Roadmap Workbook contains a wide variety of grammar, vocabulary and functional language exercises that review all the areas covered in the Students’ Book. It also features additional listening, reading and writing practice.

Extensive practice of grammar, vocabulary and functional language covered in the Students’ Book.Additional listening, reading and writing practice to further develop learners’ knowledge and mastery of skills.Full answer keys and audio scripts are provided at the back of the book.

Roadmap Workbook audio is available online for students and teachers in the Pearson English Portal.

MOBILE APP

Extra grammar and vocabulary exercises, available on the mobile app (the Pearson Practice English app), consolidate language points covered in the Students’ Book.

On-the-go, bite-sized practice which can be done anywhere, any time. Instant feedback provided to students. Progressive levels of challenge.

ROADM

AP

A

1W

OR

KB

OO

K

Rich

ardson

A1Learn more about the Global Scale of English at english.com/gse

§

10 20 30 40 50 60 70 80 90

<A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2

CEFR

B1B1+

B2+B2

C1/2

A2+A2A1



Every class is di erent,every learner is unique.Roadmap is a new eight-level general English course for adults which recognises that every class is di� erent and every learner is unique. Built on Global Scale of Englishlearning objectives, the course is designed to give learners the speci� c language training they need to progress. Engaging, relevant content and extensive support materials make lessons enjoyable for both learners and teachers.

The Roadmap Workbook with online audio consolidates key language points covered in the accompanying Students’ Book and provides:• extra grammar, vocabulary and functional language practice exercises.• additional practice in reading, writing and listening.

• answer key.

• audio scripts.

WORKBOOKwith key and online audio

Anna Richardson

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ONLINE PRACTICE

Roadmap Online practice provides a blended and personalised learning environment with materials that can be assigned at the touch of a button.

Interactive Workbook exercises with instant feedback and automatic grade book.

Common errors report that highlights mistakes learners are making.

Tips and feedback that direct learners to reference materials and encourage them to work out answers themselves.

Unit, achievement, mid and end of course tests.


18

SUPPORT COMPONENTS

Un

it 1

1

25







VOCABULARY BANK

1B Jobs

DEVELOP YOUR SKILLS




24

1A Hello







Answers:









Further practice







Audioscript 1.3








1 OVERVIEW

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TEACHER’S BOOK

The Roadmap Teacher's Book provides step-by-step instructions on how to exploit the material.

Teacher’s notes for every unit with warmers, � llers, alternative suggestions, culture notes and answer keys.

Generic teaching tips on useful areas such as grammar, lexis, pronunciation etc.

Photocopiable grammar and vocabulary worksheets for every unit.

Class audio scripts.

TEACHER’S DIGITAL RESOURCES

The Roadmap digital resources area (accessed via the Pearson English Portal) provides a host of support materials to help teachers get the most out of the course.

Photocopiable grammar and vocabulary worksheets for every unit, with teacher’s notes and answer keys.

Class audio and scripts. Workbook audio and scripts. Word lists. Students’ Book answer key. Video, video scripts and video worksheets. Unit, achievement, mid and end of course tests. Tests audio, audio scripts and answer keys.

provides step-by-step instructions

Teacher’s notes for every unit with warmers, � llers, alternative

A1TEACHER’S BOOKwith digital resources and assessment package


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19

PRESENTATION TOOL

The Roadmap Presentation tool contains everything you need to make the course come alive. It includes integrated whiteboard software that allows you to add notes, embed � les, save your work and reduce preparation time.

Presentation tool: Fully interactive version of the Students’ Book. Planning mode (includes teacher’s notes)

and teaching mode. Easy navigation via book page and lesson � ow. Answers to exercises at the touch of a button. Integrated audio. Integrated video, with time-coded

video scripts. A host of useful classroom tools.

Resources area: PDFs of the Grammar bank materials. Video worksheets. Photocopiable activities with teacher’s notes. Audioscripts. Assessment package containing all the

course tests.

6C Vocabulary Skills


194

1 Look at the pictures. Complete the missing words.

2 Work in groups. Ask each other questions about the things in Exercise 1. Start with:Can you …How often do you …Where do you …

1

4

7 a plane

10 clothes

2 on a train

5 pictures

8 a cake

11 two languages

3 a website

6 a horse

9 football

12


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194

5 B Grammar 2 Present simple questions:

I /you /we /they


7.00 Get up7.30 Leave home

9.00 Arrive at work

Jason


9.00 Arrive at work

Azra


7.30 Arrive at work

Vijay6.00 Get up7.00 Leave home

8.00 Arrive at work

Sasha


7.30 Arrive at work

Lina


8.00 Arrive at work

Ben


8.00 Arrive at work

Rachel


9.30 Arrive at work

Gareth


9.00 Arrive at work

Brianna


9.00 Arrive at work

Ming


7.30 Arrive at workDiana


7.30 Arrive at work

Ray


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20

Syllabus

The Roadmap syllabus is built on Global Scale of English language learning objectives (see below) but there is a strong focus on the key grammar, functional language, vocabulary and pronunciation needed to perform those objectives in each of the main lessons. Language items have been selected according to their level of di¤culty and how useful they are in helping learners to achieve the communicative goal which is at the heart of each lesson. As a result, learners never feel that they are studying grammar, functional language, vocabulary or pronunciation for its own sake and can immediately see the relevance of what they are learning.

Syllabus built on Global Scale of English learning objectives so learners can immediately see the relevance of what they are learning.

Strong focus on the grammar, vocabulary, functional language and pronunciation needed to achieve the speaking objective at the heart of every lesson.

The Global Scale of English

The Global Scale of English (GSE) is a standardised, granular scale that measures English language pro�ciency. Using the GSE students and teachers can now answer three questions accurately: Exactly how good is my English? What progress have I made towards my learning goal? What do I need to do next if I want to improve? The GSE identi�es what a learner can do at each point on a scale from 10 to 90, across all four skills (listening, reading, speaking, and writing), as well as the enabling skills of grammar and vocabulary. This allows learners and teachers to understand a learner’s exact level of pro�ciency, what progress they have made and what they need to learn next.The GSE is designed to motivate learners by making it easier to demonstrate granular progress in their language ability. Teachers can use their knowledge of their students’ GSE levels to choose course materials that are precisely matched to ability and learning goals. The GSE serves as a standard against which English language courses and assessments can be benchmarked, o�ering a truly global and shared understanding of language pro�ciency levels.

Teacher Mapping Booklet and GSE Toolkit

You will �nd the GSE Teacher Mapping Booklet for Roadmap online at english.com/roadmap. This booklet provides an overview of all the learning objectives covered in each unit of Roadmap, lesson by lesson.These GSE learning objectives are only a selection from the larger collection contained within the GSE. To explore additional resources to support students, there is an online GSE Teacher Toolkit. This searchable online database gives you quick and easy access to the learning objectives and grammar and vocabulary resources. It also gives you access to GSE job pro�les: 250 job skills mapped to GSE learning objectives, enabling you to pinpoint the speci�c language skills required for professional learners.For more information please go to english.com/gse.

TopicsMaintaining learners’ interest is a vital part of the teacher’s role. Research suggests that learners get bored if they stay on the same topic for too long so each lesson in Roadmap introduces a fresh theme, although there is always a coherent link in terms of language items covered from one lesson to the next. There is also a topic link with the Develop your skills lessons which are an extension of the main lesson. Fresh angles on familiar topics have been used wherever possible and reading and listening texts have been designed to be as authentic as possible. The texts are based on real-world sources and although they have been graded, especially at the lower levels, to make them accessible for students, the ‘tone’ of the texts is as realistic as possible. Every unit contains a variety of rich and authentic input material including specially �lmed video clips.

New topics are introduced in every lesson so learners never get bored.

Fresh angles on familiar topics have been introduced wherever possible.

Reading and listening texts are designed to be as authentic as possible and are based on real-world sources.

Grammar

Successful communication is dependent on an ability to recognise and use grammatical structures. Learners can often manage to make themselves understood with a limited repertoire of words and phrases but as their level progresses, they increasingly need grammar to navigate more complex situations and communicate more sophisticated ideas and opinions. Students also need a knowledge of grammar to understand sentence formation when reading and listening and to be able to produce accurate grammar in professional and exam situations. Grammar is a core feature of learning a language and Roadmap recognises this by giving it a central role in each of the main lessons:

Grammar is introduced in context through short listening/reading texts so that learners can see the language in action, and understand how and when it is used.

Grammar items are then presented and practised using a ‘guided-discovery’ approach. Learners study the patterns of a grammar point and are often asked to identify aspects of meaning or form by completing simple exercises and/or rules and tables.

Language items are presented in a concise form in a Grammar box in the main lesson and a fuller explanation of each grammar point is provided in the Grammar bank at the back of the book.

Each grammar point has one or two controlled practice exercises plus a freer personalised activity which is designed to be genuinely communicative and to offer students the opportunity to say something about themselves or the topic. Learners are also encouraged to use the language they have learned in the final speaking task.

The Grammar bank in the Students’ Book, the Workbook and mobile app have additional grammar practice exercises. There are also further photocopiable grammar activities in the Teacher’s Book.

COURSE METHODOLOGY


21

Course methodology

Vocabulary

Developing a wide range of vocabulary is also key to developing communicative competence. A good knowledge of vocabulary helps learners to improve their reading and listening skills and is also important for writing. A knowledge of high-frequency collocations and �xed and semi-�xed phrases is also an e�ective way to increase spoken �uency. Vocabulary is an important feature of every lesson in Roadmap. Vocabulary items have been selected a) according to the topic of the lesson and b) according to how useful they are for the �nal speaking task. Vocabulary is always presented in context through photos or texts and practised through controlled and freer practice activities. Vocabulary is also constantly recycled throughout the course and learners are actively encouraged to use the new vocabulary they have learned to give their personal opinions on the topics in focus and to talk about their own lives and experiences.

Vocabulary is an important feature of every lesson. It is usually presented in context through quotes and/or short reading texts or illustrated with photos and/or cartoons so that learners can understand how and when an item is used.

The emphasis throughout is on high-frequency, useful vocabulary. At lower levels, the focus is on presenting lexical sets and at higher levels there is an increased focus on word-building, collocation and useful fixed phrases.

Vocabulary is practised in a variety of ways with one or two controlled practice activities for each vocabulary section. Learners are often asked to relate the vocabulary they have learned to their own lives making it more memorable.

Vocabulary is constantly recycled throughout the course and further practice is provided in the Check and reflect pages, on the mobile app, in the Workbook and photocopiable activities in the Teacher’s Book.

The Vocabulary bank at the back of the Students’ Book further extends some of the key vocabulary areas covered in the main lessons.

Functional Language

Learners need to manage communication in a wide variety of di�erent situations and they need to be able to recognise and use phrases and expressions that are appropriate for each situation. These include transactional exchanges, where the focus is on getting something done or interactional exchanges where the focus is on socialising with others. Roadmap recognises the importance of functional language and each unit has an English in action page which focuses on useful areas such as giving directions, asking for information, clarifying information, etc. Each English in action lesson has a communicative outcome based on a GSE learning objective and key functional language items are highlighted in a Useful phrases box.

English in action lessons focus on useful functional areas such as giving directions, clarifying information, etc.

Each English in action lesson has a communicative outcome based on a GSE learning objective.

Key functional language items are highlighted in a Useful phrases box.

Pronunciation

Teachers often have mixed attitudes towards teaching pronunciation in their lessons. Some consider that it is relatively unimportant, especially if their learners can generally make themselves understood, but others place great importance on developing pronunciation that is more than just intelligible. They consider that a systematic focus on pronunciation in a lesson, however brief, can have a signi�cant impact on developing learners’ communicative competence. In Roadmap, we have taken a practical, integrated approach to developing students’ pronunciation by highlighting features that often cause problems in conjunction with the areas of grammar, vocabulary or functional language in focus. Where relevant to the level, a grammatical or functional language focus is followed by practice of a feature of pronunciation, for example, the weak forms of auxiliary verbs or connected speech in certain functional exponents. Students are given the opportunity to listen to models of the pronunciation, notice the key features and then practise it.

Pronunciation is a prominent feature of the syllabus, and practice is generally linked to the main grammar, vocabulary and functional language in focus.

Listen and repeat activities reinforce pronunciation of new language. As and when appropriate, there is an emphasis on areas of pronunciation that affect communication, for example, sentence stress/intonation.

Skills development

Roadmap recognises that e�ective communication involves receptive as well as productive skills. Although speaking is the main skills focus in each of the main lessons, short reading and listening texts are used to present and practise new language and introduce topics for discussion. These cover a variety of di�erent genres – blogs, articles, fact �les, etc. – but are never very long as research indicates that teachers want to maximise speaking practice during class time. Roadmap also recognises the importance of writing and suggestions for writing extension activities are suggested in the teacher’s notes for each of the main lessons.In addition to the reading, writing and listening material in the main lessons, there is a Develop your skills section at the back of the book for learners who want to improve their reading, writing or listening skills. There are three Develop your skills lessons for each unit. Each lesson is built around a GSE learning objective and concentrates on a speci�c skill – reading, listening or writing. They are linked thematically to one of the main lessons and can be done at home or in class. The Develop your skills lessons expose learners to di�erent text genres of reading (articles, blogs, etc.), writing (emails, reports, essays, etc.) and listening (radio broadcasts, conversations, etc.) and focus on di�erent strategies or sub-skills to improve general competence in each skill. These strategies are particularly useful for exam training.

Speaking

Most learners, whatever their age and whatever speci�c goals or reasons they might have for learning English, want to improve their speaking skills. Many learners lack opportunities to practise in the real world so they need to make the most of opportunities to speak English in the classroom. Roadmap recognises the importance of speaking and there are many opportunities throughout the course for learners to participate in a wide variety of di�erent speaking activities. For example, learners might


22

Cour

se m

etho

dolo

gy be asked to discuss a series of questions, respond to photos or cartoons, give their opinions about the content of a reading or listening text or take part in conversations, discussions and role-plays. Speaking is a fundamental part of each lesson and learners are frequently asked to work together in pairs or groups to maximise opportunities to speak in class.Many learners are reluctant or unable to speak because they have nothing to say or lack the language they need to say what they want to say. Roadmap helps learners to overcome these problems and one of the key aims of the course is to increase learners’ con�dence and �uency. Each of the four core lessons in each unit are built around a Global Scale of English speaking objective and all the grammar, functional language, vocabulary and pronunciation is geared towards helping learners achieve that objective. Learners develop �uency when they are motivated to speak and for this to happen, engaging topics and relevant, carefully-staged speaking tasks are essential. In each lesson of Roadmap there is a logical sequence of linked activities that have been carefully constructed and staged to help learners perform the �nal speaking task to the best of their ability. Learners are given time to prepare their ideas and think about the language they need for the �nal speaking task in a structured way. Giving learners time to rehearse is crucial in terms of building their con�dence and this in turn leads to better motivation and greater accuracy and �uency. As learners’ con�dence increases, their willingness to experiment with the language also increases. Speaking is systematically developed in Roadmap through the following activities:

Lead-in questions and/or striking images engage learners’ interest and activate passive knowledge of vocabulary related to the topic.

Grammar and vocabulary relevant for the final speaking activities are presented and practised.

Personalised practice activities encourage learners to give their own opinions on the topic and talk about their own lives and experiences

Learners are given ‘models’ and time to prepare their ideas for the final speaking task.

Useful phrases give learners ideas and provide prompts to help them get started.

Learners perform the speaking task in pairs or groups and are invited to reflect on their performance through a whole class round-up activity.

Listening

Listening is an important skill for all users of English and one which learners often �nd quite challenging. Many learners complain that they can understand their teacher but �nd it di¤cult to understand people speaking English outside the classroom, especially if speakers do not make any concessions to their audience in terms of their speed of delivery. Learners with poor listening skills are unlikely to be competent communicators or users of the language so listening features almost as prominently as speaking in the main lessons in Roadmap. It is important to expose learners to real language in use as well as di�erent varieties of English. Listening material, particularly at lower levels, is scripted but aims to re�ect the patterns of natural speech and is designed to be as authentic-sounding as possible whilst bearing in mind the need to make it accessible for the level. Listening texts are often used to present new grammar or vocabulary and can act as a springboard to stimulate discussion in class. In addition, there is a listening ‘model’ for each of the speaking tasks in which one or

more speakers perform whole or part of the task. Learners listen to this and try to replicate what they have heard when they come to perform the task themselves.Listening is a prominent feature in the main lessons but more in-depth practice of di�erent genres, for example, short talks and monologues, conversations, radio interviews and discussions, etc. is provided in the Develop your listening lessons at the back of the book. The Develop your listening lessons also provide invaluable training in listening sub-skills, for example, predicting information, recognising discourse markers and weak forms, identifying examples and sequencing words. Each Develop your listening lesson provides an example of the genre as well as highlighting a sub-skill which is outlined in a special Focus box and practised in the lesson. As mentioned in the introduction to the Teacher’s Book, the Develop your listening lessons are optional and can be selected according to the needs of individual learners or classes. They can be used in conjunction with the main lessons to form the extended route through the course or they can be used individually and/or given to learners to do for homework.

Listening is a prominent feature of the main lessons and is often used to present new grammar or vocabulary or act as a springboard to stimulate discussion.

Listening ‘models’ are provided to build learners’ confidence.

Listening material is designed to be as authentic-sounding as possible whilst bearing in mind the need to make it accessible for the level.

More in-depth practice of different listening genres – short talks and monologues, conversations, radio interviews and discussions – is provided in the Develop your listening lessons at the back of the book.

Develop your listening lessons provide an example of the genre as well as highlighting different sub-skills needed to develop mastery of the skill.

Listening sub-skills are outlined in a special Focus box and practised in the lesson.

Develop your listening lessons are optional and can be selected according to the needs of individual learners or classes. They can be used individually and/or given for homework.

Reading

Reading is important for many students, particularly if they need it for their work or studies. The learner who develops con�dence in reading both in and outside the classroom will undoubtedly make faster progress. We now have access to a very wide range of English language reading material and it is a good idea to encourage learners to read as much as possible outside the classroom. Roadmap provides ample opportunities for learners to practise their reading skills, both in the main lessons and in the Develop your reading sections at the back of the book.Short reading texts are included in the main lessons to contextualise new grammar or vocabulary and they also often serve as a springboard for discussion. As with the listening material, there is an emphasis on authenticity, and although reading texts have been adapted or graded for the level, there is an attempt to maintain authenticity by remaining faithful to the text type in terms of content and style. Texts are relevant and up-to-date, and are designed to stimulate interest and motivate learners to read. The texts represent a variety of genres and mirror the text types that learners will probably encounter in their everyday lives. Texts are generally not exploited in any great depth in the main lessons (as in-depth work on reading is provided in


23

Course methodology

the Develop your reading section) but learners are always given a reason to read along with basic comprehension exercises.More in-depth practice of di�erent genres is provided in the Develop your reading lessons at the back of the book. The Develop your reading lessons also provide invaluable training in reading sub-skills such as identifying the main ideas in a text, guessing the meaning of words from context, identifying positive and negative attitudes, understanding pronouns, missing words, etc. Each Develop your reading lesson provides an example of the genre as well as highlighting a sub-skill which is outlined in a special Focus box and practised in the lesson. As mentioned in the introduction to the Teacher’s Book, the Develop your reading lessons are optional and can be selected according to the needs of individual learners or classes. They can be used in conjunction with the main lessons to form the extended route through the course or they can be used individually and/or given to learners to do for homework.

Reading is a prominent feature of the main lessons and is often used to present new grammar or vocabulary or act as a springboard to stimulate discussion.

Reading material is designed to be as authentic as possible whilst bearing in mind the need to make it accessible for the level. Text types mirror those learners will encounter in their everyday lives, for example, blogs, social media posts, etc.

More in-depth practice of different reading genres – stories, articles, reviews, factual texts, reports, social media and blog posts, etc. – is provided in the Develop your reading lessons at the back of the book.

Develop your reading lessons provide an example of the genre as well as highlighting different sub-skills needed to develop mastery of the skill.

Reading sub-skills are outlined in a special Focus box and practised in the lesson.

Develop your reading lessons are optional and can be selected according to the needs of individual learners or classes. They can be used individually and/or given for homework.

Writing

In recent years the growth of email and the internet means that people worldwide are writing more than ever before – for business, for their studies and for personal communication. Learners need e�ective writing skills for professional and academic purposes but people also use writing – email, text messages, social media posts, etc. – as an informal means of communication far more than they used to. The latter isn’t simply speech written down and there are all sorts of conventions for both informal and formal writing. It is therefore important to focus on a range of genres, from formal text types such as essays, letters and reports to informal genres such as blog entries and personal messages. Roadmap provides extensive training in all these types of writing.Writing is not a prominent feature of the main lessons in Roadmap although learners are frequently asked to make notes as preparation for the speaking task. There are also suggestions in the teacher’s notes on ways to extend the tasks with follow-up written work. However, in-depth practice of di�erent genres of writing is provided in the Develop your writing lessons at the back of the book. The Develop your writing lessons also provide invaluable training in writing sub-skills such as organising ideas, using paragraphs, explaining reasons and results, using time expressions and linkers, constructing narratives, etc.

Each Develop your writing lesson provides an example of the genre as well as highlighting a sub-skill which is outlined in a special Focus box and practised in the lesson. As mentioned in the introduction to the Teacher’s Book, the Develop your writing lessons are optional and can be selected according to the needs of individual learners or classes. They can be used in conjunction with the main lessons to form the extended route through the course or they can be used individually and/or given to learners to do for homework. Each Develop your writing lesson follows a similar format:

Some writing practice is provided in the main lessons and in-depth work on different genres of writing as well as writing sub-skills is provided in the Develop your writing section at the back of the book.

Each Develop your writing lesson starts with a few discussion questions designed to activate learners’ vocabulary and get them thinking about ideas related to the topic.

Each Develop your writing lesson provides a model of the genre in focus. These are designed to be as authentic as possible whilst bearing in mind the need to make them accessible for the level. Types of writing mirror those that learners will encounter in their everyday lives, for example, stories, formal and informal emails, blog posts, descriptions, invitations, reviews, etc.

Develop your writing lessons provide examples of the genre as well as highlighting different sub-skills needed to develop mastery of it, for example, organising ideas, using paragraphs, explaining reasons and results, using time expressions and linkers, constructing narratives, etc.

Writing sub-skills are outlined in a special Focus box and practised in the lesson.

Learners prepare and then write their own example of the genre in focus and are encouraged to use the sub-skills they have practised in the lesson.

Develop your writing lessons are optional and can be selected according to the needs of individual learners or classes. They can be used individually and/or given for homework.

Review and consolidation

Language items are regularly recycled in each lesson of Roadmap. At end of each unit, there is a Check and re�ect page which is designed to review all the language points covered and give learners an opportunity to re�ect on how their con�dence and mastery of the language has improved. In addition, each unit is accompanied by a short video – the Roadmap report – that can be used to provide a break from the routine of the Students’ Book as well as revise and consolidate language in a fun, light-hearted way. Each Roadmap report features a ‘roving reporter’ who goes out on location to visit interesting people and places and has a variety of new experiences. The videos are designed to illustrate some of the quirkier aspects of real life as well as show language items covered in the unit in realistic contexts.

Video clips and extension activities consolidate key language covered in each unit and illustrate some of the quirkier aspects of real life.

Video clips are 3–5 minutes in length and are designed to entertain learners and provide a bit of light relief.

Video worksheets (to exploit the language in the videos) are available online.








VOCABULARY BANK

1B Jobs

DEVELOP YOUR SKILLS




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1A Hello







Answers:



1 OVERVIEW

M01_Roadmap_TB_A1_27726.indd 1 01/09/2020 18:28

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Further practice







Audioscript 1.3









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8 Tell Ss they are now going to practise. Put Ss in pairs and refer them to the information on the badges. Explain that they should take one identity each from conversation 1 and practise the conversation in Ex 7a, changing the names, cities and countries to match the information on their badges. They repeat with conversation 2. Fast �nishers can improvise more conversations.

Teaching tipIt can be helpful to ask questions to check Ss understand what to do before starting an activity, so that they can do it correctly and with con�dence. These questions should focus on the key aspects of the task. In this case, Do you write? (no, speak) Do you use your own information? (no, the information on the badges).

GRAMMAR BANK 1A pp.116–117Stronger classes could read the notes at home. Otherwise, go over the notes with Ss, especially the use of contractions and the fact that you is both singular and plural. In each exercise, elicit the �rst answer, or look at the example as a class. Ss work alone to complete the exercises, then check their answers in pairs. In feedback, check answers with the whole class. Ss can refer to the notes to help them.

Answers: 1 1 I’m 2 I’m 3 ’m not 4 You’re 5 aren’t 6 Are you 7 I am 8 are you 2 1 I’m 2 Are you 3 I’m not 4 I’m from 5 Where are you

Further practice

Photocopiable activities: 1A Grammar 1, p141; 1A Grammar 2, p142

SpeakingPrepare9 Focus on the conference card and ask Ss to look at what information is missing. Ask them to complete the card with their own details and choose an occupation (they don’t have to be a student). Monitor and help. Allow a few minutes for this.

Speak10 Model the activity by completing a card for yourself on the board and inviting Ss to question you. Drill as needed, then ask Ss to get up and move around the room, introducing themselves and asking questions. Monitor the activity, making a note of errors and problems. When Ss �nish, ask them to sit again and correct the main errors on the board, focusing particularly on question formation.

Re�ection on learningWrite the following question on the board:How many country names can you remember? Make a list.Put Ss in pairs to discuss the question. When they have �nished, ask if anyone wants to share their ideas with the class, but don’t force them to if they’d rather not.

Homework ideas

Grammar bank: 1A Ex 1–2, pp.116–117 Workbook: Ex 1–6, p4 App: grammar and vocabulary practice

Fast route: continue to Lesson 1B Extended route: go to p86 for Develop your reading

1B Jobs

IntroductionThe goal of this lesson is for Ss to talk about jobs. To help them achieve this, they will learn vocabulary for jobs and how to use the verb be with he, she and it in sentences and questions.

Warm-upWrite a list of cities on one side of the board and their countries, in a di�erent order, on the other. From this lesson, include Chicago/the US, Guadalajara/Mexico and Nagoya/Japan. Ask Ss to match the cities and the countries. Ask Ss to work in pairs, then in feedback ask individuals to say the pairings aloud. Drill as needed.

Vocabulary Jobs1a Put Ss in pairs and give them a few minutes to discuss the question. Go through the answers as a class. Drill and mark syllable stress.

Answers: 1 The US 2 The UK 3 Poland 4 Japan 5 Mexico 6 Argentina 7 Spain 8 Thailand

b Ask Ss to look at the list of jobs. Explain that they must match the jobs (a–h) with the pro�les (1–8).

Answers: 1 g 2 e 3 d 4 h 5 b 6 a 7 f 8 c

c 1.6 Tell Ss that they’re going to listen to a list of jobs. They should listen and underline the stressed syllables in the jobs. Point out that one-syllable words don’t have a stress and two-word jobs may have two stress points. Look at the �rst one as an example and play the recording. Before feedback, ask Ss to check answers in pairs, then go through with the whole class. Drill the sentences after the recording with the correct stress pattern.

Answers: 1 football player 2 doctor 3 school teacher 4 pilot 5 farmer 6 nurse 7 taxi driver 8 office worker

Vocabulary checkpointPoint out that jobs take an article, a or an. Make sentences to show that we need a before consonants and an before vowels, e.g. She’s a doctor. He’s an actor. Ss may have heard the gender speci�c terms actor and actress. Point out that these days we use actor for both males and females.

2 Look at the example conversation with the class. Explain that Ss should pretend to be someone else from Ex 1 and ask and answer questions to �nd out who their partner is. Read the example with the class and demonstrate the activity with a stronger student. Ss ask and answer the questions in pairs. Monitor and make notes on their language use for feedback after they’ve �nished.

Grammar checkpointAt this level, encourage Ss to use language at phrase level, without analysing exactly what it is or how it works as ‘grammar’. If Ss are uncomfortable with this approach, assure them they will do more focused work on grammar as they progress with the course.


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VOCABULARY BANK 1B p136JobsThese optional exercises build on the lexical set in the vocabulary section.1 Ss match the words with the photos alone, then check in pairs. Check answers as a class.

Answers: 1 student 2 police o�cer 3 manager 4 soldier 5 artist 6 writer 7 tennis player 8 shop assistant 9 bus driver 10 waiter/waitress 11 receptionist 12 tour guide

2 Ss discuss the question in pairs. In feedback, nominate a few Ss to share their ideas with the class.

Optional alternative activity

Stronger classes can complete Ex 1 at home, then discuss Ex 2 in the next class.

Optional additional activity

Prepare a list of names of Ss in the class on a handout. Ss ask each other the question, Are you … ? , using the list provided and ticking the name when they have found the correct person. This is suitable for weaker classes that would bene�t from further practice. It’s good for classes that are new to each other, but can equally be used even when Ss know each other’s names.

Further practice

Photocopiable activities: 1B Vocabulary, p146

Reading 3 Refer Ss to the web page. Ask Ss what the workplace is (a hospital). Ask Ss to read the web page, then match the names to the jobs. Ss can compare in pairs before you check answers as a class.

Answers: 1 b 2 c 3 a

4a Ask Ss to read the web page again and choose the correct answers (a or b) to the questions. Check the answers with the class.

Answers: 1 b 2 a 3 b

b Tell Ss that they are going to use the text from Exs 3 and 4a to study some grammar. Ask them to locate all the examples of ’s, is and isn’t in Exs 3 and 4a. They can underline or highlight. Ask Ss what kind of words these are (verbs). Go through the answers.

Answers: Green Cross HospitalAbout usGreen Cross Hospital is a small hospital. It’s in Manchester in the UK.Hospital Sta�Lucy BrownLucy is from London. She’s a doctor. Paul TurnerPaul is from Manchester. He’s a nurse.Mila KowalskiMila is from Toronto. She’s an o�ce worker at the hospital.

1 Is the hospital in London? a Yes, it is. b No, it isn’t.2 Is Paul from the UK? a Yes, he is. b No, he isn’t.3 Is Mila a doctor? a No, she isn’t a doctor. She’s a nurse. b No, she isn’t a doctor. She’s an o�ce worker.

Grammarbe: he, she, it5a Ask Ss to tell you the di�erence between ’s, is and isn’t –’s is the contracted verb with no change in meaning, and is and isn’t are positive and negative forms of the verb. Focus Ss’ attention on the grammar box and point out how it is divided into positive, negative and question forms. Ask Ss to use the examples in bold to help them complete the gaps. Check answers with the whole class and be prepared to give further explanations or examples where necessary. With weaker classes, do this activity as a class. Point out how the verb and subject change place in the question form.

Answers: 1 ’s 2 ’s 3 isn’t 4 ’s

Grammar checkpointSome Ss may consider full forms to be more ‘correct’ than contracted verbs. Point out that most people almost always use contracted verb forms when speaking and also in informal writing. Remind Ss that the apostrophe takes the place of the letter that has been removed. Show this with examples on the board.

b 1.7 Ask Ss to listen to the sentences, paying particular attention to how the short forms in blue are pronounced.c Ask Ss to listen to the sentences again and repeat chorally after the recording. Monitor and make sure they pronounce the short forms correctly.6 1.8 Ask Ss to look at the conversation and the pairs of options in italics. Ask Ss to underline the correct option, then listen and check. When they have �nished listening, go through the answers as a class.

Answers: 1 I’m 2 Is it 3 it is 4 Is the manager 5 he’s 6 Is he 7 isn’t 8 ’s he 9 He’s

7a This exercise checks if Ss have absorbed the rules and can apply them. Refer Ss back to the pro�les in Ex 1a. With weaker classes, look at each person in turn, and ask if they are male (he) or female (she). Read the example question and answer as a class, then ask Ss to continue the activity in pairs. When they �nish, go through the answers as a class. Ask pairs to read out each question and answer. Write them on the board to ensure that Ss record them correctly.

Answers: 1 No, she isn’t. She’s from Thailand.2 No, he isn’t. He’s a football player.3 No, she isn’t. She’s an o�ce worker.4 Yes, he is.5 No, he isn’t. He’s a taxi driver.6 Yes, she is.


Ask fast �nishers in stronger classes to write some of their own questions about the people from the pro�les. They then work in pairs to ask and answer the questions.


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people they have made up. Put Ss in pairs to tell each other about the people. Monitor and listen, making a note of any errors. Fast �nishers can take turns to ask and answer questions about the people. When they �nish, ask a few pairs to share information about the people they heard about. During feedback, go through any errors you heard and ask the class to help correct them.

GRAMMAR BANK 1B pp.116–117Stronger classes could read the notes at home. Otherwise, go over the notes with Ss, reminding Ss of how the word order changes in question forms. In each exercise, look at the example as a class. Ss work alone to complete the exercises, then check their answers in pairs. In feedback, check answers with the whole class. Ss can refer to the notes to help them.

Answers: 1 1 Is 2 ’s 3 he 4 isn’t 5 it 6 it’s 7 is 8 he’s 2 1 He’s a nurse. He isn’t a teacher. 2 She’s a taxi driver. She isn’t a doctor. 3 He’s a teacher. He isn’t a farmer. 4 She’s a football player. She isn’t a nurse. 5 He’s an o�ce worker. He isn’t a pilot.

Further practice

Photocopiable activities: 1B Grammar 1, p144; 1B Grammar 2, p145

SpeakingPrepare8 Read the instruction together. Name Ss A or B and ask them to turn to the correct page. Explain that they need to ask questions to complete the missing information. Give Ss time to think about the questions they can ask. Weaker classes can write the questions down.


Ss can prepare the questions in pairs, AA and BB, so they can help each other. If Ss need further practice, provide names or photos of famous people for them to ask and answer about.

Speak9 Ask Ss to work in pairs, ask the questions and write the answers, then change roles. Monitor and check that they are using the correct verb forms in their questions and answers.

Teaching tipObserve Ss during speaking activities. Look for common problem areas in pronunciation and grammar, etc. When Ss �nish, decide which errors to focus on and add them to the board for Ss to try and correct. If there is a pronunciation problem, write the phrase or word and ask Ss to say it, then model yourself so they can hear the di�erence. Try and include examples of correct language use as well, so Ss don’t feel disheartened.

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Re�ection on learningWrite the following questions on the board:How many jobs can you name? Make a list. How do you make a question with the verb to be? Write two questions and check with a partner. Put Ss in pairs to discuss the questions. When they have �nished, ask if anyone wants to share their ideas with the class, but don’t force them to if they’d rather not.

Homework ideas

Ex 7b: Write a pro�le for a family member or friend.Grammar bank: 1B Ex 1–2, pp.116–117 Workbook: Ex 1–6, p5 App: grammar and vocabulary practice

Fast route: continue to Lesson 1C Extended route: go to p87 for Develop your listening

1C Nationalities

IntroductionThe goal of this lesson is for Ss to talk about di�erent nationalities. To help them achieve this, they will learn and practise nationalities and further forms of the verb be.

Warm-upPlay a game to review the vocabulary from the previous lessons. Write the countries on the board, with some of the letters replaced by gaps. Ask Ss to work in pairs to write the names of the countries, without checking back in their books. After two minutes, go through the answers and write the missing letters in the words on the board.

VocabularyNationalities1a Ask Ss to work in pairs to look at the photos and name the countries. When they have �nished, check the answers as a class and drill new words as needed.

Answers: 1 the UK 2 Canada 3 Argentina 4 the US 5 Japan 6 Thailand


You may like to lead a whole-class discussion on what places/things they can see in the photos.

Answers: 1 red phone boxes in the UK. 2 maple leaf, national symbol of Canada 3 a gaucho in Argentina 4 The Statue of Liberty in New York 5 Mount Fuji in Japan 6 a beach in Thailand


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Reading4a Ask Ss to read the blog silently and match the photos (A–E) to the correct paragraphs (1–5). Complete the �rst one together, to identify Nina (D), then ask Ss to continue. Check the answers as a class.

Answers: 1 D 2 A 3 C 4 B 5 E

Teaching tipThere are a few words and phrases in the text that Ss may not have seen before (all over the world and team), but they should be able to complete the task without knowing them. Encourage Ss to ‘read past’ unknown words and not look everything up on their device. This helps develop reading skills. Ss should read silently, as this is what we usually do in our �rst language, but if they �nish quickly and are keen, they can read the text to their partner in pairs for pronunciation practice. At the end of the activity, go through the meanings of any words that Ss are still unsure of.

b Write the example on the board and go through it together. Show that false means wrong by marking it with a cross and the letter F. Ask Ss to read the text again and check if the remaining sentences are true or false, marking them T or F. Where the answer is false, they should rewrite the sentence so that it is true. When they �nish, they should discuss in their pairs, before you go through the answers as a class.

Answers: 1 False – Nina is from the UK.2 False – Tessa is from Turkey. Julia is from Poland.3 True.4 False – They aren’t in the UK now. / They’re at an American

university.5 False – He’s from London. / He’s in Vancouver.

Grammarbe: you/we/they5a Ss will probably already have noticed the verb forms in the reading text. Read the instruction and ask which is positive (are) and negative (aren’t). Ask Ss what aren’t is a contracted form of (are not). Refer Ss to the grammar box and ask them to use the reading to complete the gaps. Go through the answers as a class. With weaker classes, complete the gaps as a class. Make sure that Ss use capital letters when needed.

Answers: 1 aren’t 2 are 3 Are 4 aren’t 5 are


Ss work in pairs. One reads the left-hand column and their partner reads the right. This provides pronunciation practice while reinforcing Ss’ understanding of the grammar. They change roles when they �nish.

b 1.13 Ask Ss to listen, paying particular attention to how the short forms in blue are pronounced. Share the information in the Pronunciation checkpoint if you think it will help the class.

Pronunciation checkpointSs often try to pronounce the letter r in the word aren’t (aːnt). Listen for this. Point out that the r is not sounded and drill as needed.

b Ask Ss to work in pairs. Ask them to match the countries with the nationalities and to discuss with each other how they think each nationality should be pronounced. Once they have completed the task, go through the answers with them, but don’t discuss the pronunciation yet as that will be covered in the next task.

Answers: 1 d 2 j 3 g 4 i 5 c 6 l 7 a 8 b 9 e 10 f 11 k 12 h

2a 1.11 Ask Ss to look at the nationalities shown in Ex 1b. Play the recording for them to listen and underline the stressed syllables. Check the answers with the class.

Answers: Thai British Polish Spanish Turkish Mexican Japanese Italian American Canadian Brazilian Argentinian

b Ask Ss to listen again and repeat. c 1.12 Ask Ss to look at the sentences. Read the �rst pair of sentences with the class, emphasising the stress on the words Argentina and Argentinian. Ss may notice that the vowel quality is a bit di�erent, but the stress is in the same place. Put Ss in pairs to read the sentences and decide if the stress in the countries and nationalities is the same (S) or di�erent (D). Play the recording for them to check before feedback as a class. Share the information in the Pronunciation checkpoint if you think your Ss will �nd it useful.

Answers: 1 She’s from Argentina. She’s Argentinian. (S) 2 She’s from Canada. She’s Canadian. (D)3 He’s from Japan. He’s Japanese. (D)4 She’s from Mexico. She’s Mexican. (S)5 He’s from Poland. He’s Polish. (S)

Pronunciation checkpointAll words of more than one syllable have a stressed syllable that is longer and louder than the others in the word. Related words don’t always follow the same pattern. When a word becomes longer, as in Japan and Japanese, the placement of stress often changes. Two-syllable nouns are most often stressed on the �rst syllable, but not always. One-syllable words don’t have a stress.

3 Name or show an image of a famous person. Ask Ss which country he/she comes from. Elicit a sentence about the person’s nationality, e.g. Jaden Smith is American. Repeat with other examples. Then, ask Ss to write their own sentences about the nationalities of famous people and compare in pairs before feedback as a whole class.

Further practice

Photocopiable activities: 1C Vocabulary, p149


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make sure they pronounce the short forms correctly.6 Ask Ss to complete the texts using the words in the box. Ask Ss to compare in pairs, then ask individuals to read the correct answers aloud as a whole-class check.

Answers: 1 are 2 ’re 3 aren’t 4 ’re 5 ’re 6 are 7 aren’t 8 ’re 9 are 10 are

7a Look at the example together, then ask Ss to work alone to write questions. Monitor and help where necessary, checking that they are completing the task correctly. When they have �nished, ask pairs to compare, then go through answers as a class and write the correct answers on the board.

Answers: 1 Are you and your friends at university?2 Are the teachers at your school American? 3 Are your classmates from di�erent countries?4 Where are you and your classmates now?5 Who are your teachers?6 Where are your teachers from?

b Ask Ss to work in pairs to ask and answer the questions in Ex 7a, about themselves. Monitor and listen. When they �nish, ask a few con�dent pairs to question and answer across the class.

GRAMMAR BANK 1C pp.116–117Stronger classes could read the notes at home. Otherwise, go over the notes with Ss. In each exercise, elicit the �rst answer, or look at the example as a class. Ss work alone to complete the exercises, then check their answers in pairs. In feedback, check answers with the whole class. Ss can refer to the notes to help them.

Answers: 1 1 c 2 d 3 a 4 e 5 f 6 b 2 1 My friends aren’t American. 2 We aren’t in Class 6 today. 3 They aren’t from Thailand. 4 Karel and Suki aren’t Polish. 5 Annie and Nick aren’t from the UK. 6 We aren’t in the same class for English. 7 They aren’t from New York. 8 Beth and Simon aren’t at work today.

Further practice

Photocopiable activities: 1C Grammar 1, p147; 1C Grammar 2, p148

Speaking Prepare8a Put Ss in pairs and name them A and B. Refer A to photo 1 and B to photo 2 and explain that these are their friends. Ask them to think about what the people might be called, which countries they come from and what their jobs are. b Ask Student A to make notes about photo 1 and Student B about photo 2. Remind them they are making notes, like the example, not sentences. There are no �xed answers. Monitor and help.


Some Ss may bene�t from completing this task in pairs, particularly weaker classes or groups that need speaking practice. They can share ideas and help each other. Both Ss need to write, for the speaking stage that follows. Re-pair them for the next stage, so that when they come to ask their questions they work with a new partner who hasn’t seen their pro�les.

Speak9 Look at the example as a class. With weaker classes, do a more detailed example yourself and elicit other questions that Ss might need, e.g. Is she (a farmer)? / Is he (a student)? Write these on the board as a reminder. Put Ss in pairs to ask their questions and give their answers, taking turns to speak. Monitor and encourage them to ask a range of questions.


Ask Ss to pair with another student and repeat the activity. Fast �nishers can repeat more than once with di�erent partners.

Re�ection on learningWrite the following questions on the board:Can you remember all the forms of the verb to be? Write them. How many nationalities can you remember? Make a list and compare with a partner. Put Ss in pairs to discuss the questions. When they have �nished, ask if anyone wants to share their ideas with the class, but don’t force them to if they’d rather not.

Homework ideas

Ex 8–9: Write sentences about the people.Grammar bank: 1C Ex 1–2, pp.116–117 Workbook: Ex 1–6, p6 App: grammar and vocabulary practice

Fast route: continue to Lesson 1D Extended route: go to p88 for Develop your writing


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IntroductionThe goal of this lesson is for Ss to ask for and give contact information. To help them achieve this, they will study numbers and spelling.

Warm-upWrite the numbers and words 1–10 in jumbled order on the board. Ask Ss to match them. Say the numbers 1–10 around the class.

1 Ask Ss to look at the photo, then answer the question in pairs. Check the answer as a class.

Answer: b

2 1.14 Tell Ss they are going to listen to a new student registering at a language school. They should listen and answer the questions. Play the recording, then check answers with the class.

Answers: The student is Selin Atakan. She is from Turkey.

3a Refer Ss to the Useful phrases and ask them to read them through. Explain that they will listen again and should number the phrases in the order that they hear them. Point out that there are two phrases they won’t hear (What’s your �rst name? and My �rst name is … ). Play the recording. Ask Ss to check in pairs and play it again as needed. Check as a class.

Answers: 2 What’s your family name?4 What’s your phone number?7 What’s your email address?6 Sorry, can you say that again?1 How do you spell … ?3 My family name is …5 My number is …8 My email address is …

Vocabulary checkpointGo through the names of symbols in email addresses and their pronunciation: @ = at . = dot _ = underscore - = hyphen Point out that we often ‘chunk’ phone numbers into groups of three to four digits, we say oh rather than zero in phone numbers and we say double when a number repeats:031 4425 0865 = oh three one, double four two �ve,

oh eight six �ve

b Ask Ss to look at the card and read it through. Tell them to listen to the recording again and complete the missing information. Ask Ss to compare answers with their partners, then go through the answers as a class.

Answers: First name: Selin Family name: AtakanPhone number: 020-555-7645Email address: [email protected]

Audioscript 1.14

A: Hello. Are you a new student?B: Yes, I am.A: OK. I’m the manager of the school. My name is Julia. It’s very nice to meet you.B: Nice to meet you, too. I’m Selin.A: Where are you from, Selin?B: I’m from Turkey.A: Great. Well, welcome to our school. Can I take your contact details?B: Sure.A: How do you spell your �rst name?B: S-E-L-I-N.A: And what’s your family name?B: My family name is Atakan. That’s A-T-A-K-A-N.A: And what’s your phone number?B: My number is 020-555-7645.A: Sorry, can you say that again?B: 020-555-7645.A: Thank you. And what’s your email address?B: My email is [email protected]: Is that dmail.com?B: Yes.A: OK. Thank you.

4a Tell Ss they will listen to another conversation. First, ask them to use the Useful phrases to help them complete the gaps with questions. Allow plenty of time for this. Don’t go through the answers as Ss will listen for them in the following activity. b 1.15 Ss should check their answers to Ex 4a in pairs, then listen to the recording and check as a class. Pause the recording after each line for Ss to repeat chorally and individually.


Ss read the conversation in pairs, taking turns at both roles. This is a con�dence building and enjoyable step before using their own details in Ex 6.

Answers: 1 What’s your name?2 How do you spell your …3 what’s your family name4 What’s your phone number?5 can you say that again?6 what’s your email address?

Audioscript 1.15

A: What’s your name?B: Dieter Neumann.A: How do you spell your �rst name?B: D-I-E-T-E-R. A: And what’s your family name again?B: Neumann. That’s N-E-U-M-A-N-N.A: What’s your phone number?B: It’s 07700 900617. A: Sorry, can you say that again?B: 07700 900617.A: And what’s your email address?B: It’s [email protected].

5 Tell Ss that now it’s time to practise. Refer them to the contact form and ask them to complete it. They can give their own details or invent them. Allow a few minutes for this and monitor to ensure Ss are completing it correctly.


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contact information for their partner. Model a question and answer exchange with a stronger student, then put Ss in pairs to ask and answer. Remind them to use the Useful phrases to help them. Monitor and see how they manage with the phrases. When they �nish, give feedback on good use of language or ask a con�dent pair to perform their roleplay for the class.


Make multiple copies of the form, so that Ss can repeat the activity with new partners.

Teaching tipSs at this level need to repeat several times. It’s not boring for them; they need plenty of practice to help them embed new language. You can vary this by changing partners and details.

Re�ection on learningWrite the following questions on the board:Write two questions asking for information. Check with a partner. When do you think you can use these questions in the future?Put Ss in pairs to discuss the questions. When they have �nished, ask if anyone wants to share their ideas with the class, but don’t force them to if they’d rather not.

Homework ideas

Re�ection on learning: Write your answers.Workbook: Ex 1–3, p7 App: grammar and vocabulary practice

Roadmap video

Go online for the Roadmap video and worksheet.

1 Check and re�ect

IntroductionSs revise and practise the language of Unit 1. The notes below provide some ideas for exploiting the activities in class, but you may want to set the exercises for homework or use them as a diagnostic or progress test.

1 Look at the example with the class. Explain that nine more countries are hidden in the grid and may read across or down. Ss work alone to �nd the remaining countries, then check in pairs. Go through the answers as a class.

Answers: 1

P L B R A Z I L L MO T U X O P R N N EL U R I T A L Y K XA R G E N T I N A IN K J A P A N S F CD E K Z Z O N B T OB Y U S P A I N K CT H A I L A N D R SU K V S J J K P K NC A N A D A I B B E

2a Ss write the words in the correct order to make sentences or questions in their notebook. Go through the answers as a class.

Answers: 1 I am from Brazil. 2 I am not from London. 3 Are you in my class? 4 Where are you from? 5 No, you are not in my class.

b Look at Ex 2a again with the class and ask Ss to identify the sentences (1, 2 and 5). Ss work alone to rewrite these sentences using short (contracted) forms. Go through the answers.

Answers: 1 I’m from … 2 I’m not from … 5 No, you aren’t in …

3 Ss work alone to complete the sentences with the correct form of be, using short forms where possible. Ask Ss to compare in pairs, then go through the answers.

Answers: 1 Are, ’m 2 ’m, Are, ’m not, ’m 3 ’m, ’m, ’m 4 Am, aren’t

4 Ss complete the job names alone, then check in pairs. Go through the answers.

Answers: 1 football player 2 school teacher 3 farmer 4 o�ce worker 5 pilot 6 doctor 7 taxi driver 8 nurse


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5 Elicit the �rst answer as an example. Ss work alone to rewrite the remaining sentences and questions, putting is or isn’t in the correct place. Ask them to check in pairs, then go through the answers.

Answers: 1 Lionel Messi is a football player. 2 Is Marina from Italy? 3 Yes, Yoko is in Class 5. 4 The White House is in New York. 5 Is Pete a doctor?6 No, he isn’t.

6 Ask Ss to look at the sentences. Explain that all of the sentences are incorrect, but the correct information is given in brackets. If Ss don’t know who all of the people are, it doesn’t matter. Focus on the example. Show how the �rst sentence is negative and the second is positive. Ss correct the remaining sentences using the information in brackets. Put fast �nishers in pairs to practise saying the sentences aloud. Go through the answers with the class.

Answers: 1 Jennifer Lopez isn’t English. She’s American2 Cristiano Ronaldo isn’t a doctor. He’s a football player,3 The students aren’t at a British university. They’re at an

American university. 4 Celine Dion isn’t from Spain. She’s from Canada.5 We aren’t from Spain. We’re from all over the world.

7a Ss complete the second sentence in each pair with the correct nationality, using the information from the �rst sentence. Go through the answers, paying attention to pronunciation.

Answers: 1 British 2 Turkish 3 Japanese 4 Canadian 5 Brazilian 6 Spanish 7 Argentinian 8 Mexican 9 Polish 10 Thai

b Ask Ss to think of three people they know and write their names, nationalities and jobs. Go round the class and check. c Read through the example with the class. Ss tell each other about the people from Ex 7b, using the details they wrote down. Monitor and help with sentence formation and pronunciation where necessary. Ask some of the Ss to tell the class about one of their people.8 Ss work alone to read the sentences and choose the correct option from each pair of alternatives. Ask them to compare in pairs, then go through the answers. Write them on the board to ensure Ss are correct.

Answers: 1 They’re 2 are we 3 They are 4 Are you, We aren’t, We’re 5 You aren’t

9 Ss work alone to complete the text with the correct words. Allow them to check in pairs, then go through the answers as a class.

Answers: are, aren’t, ’re

Re�ectAsk Ss to rate each statement alone, then compare in pairs. Encourage them to ask any questions they still have about any of the areas covered in Unit 1.

1A Develop your reading

IntroductionThe goal of this lesson is for Ss to understand a simple online pro�le. To help them achieve this, they will learn to identify and use capital letters.

Warm-upWrite the letters of the alphabet on the board in jumbled order, both in capital and lower case format. Ask Ss to work in pairs to match the capital letters to the corresponding lower case letters and write them down. Tell them that in today’s lesson, they will be learning more about using capital letters.

1 Put Ss in pairs and ask them to match the sentences and photos, writing the letter with the number. In feedback, ask individual Ss to read the sentences aloud.

Answers: 1 C 2 D 3 A 4 B

2 Refer Ss to the Focus box. Read it aloud or ask a stronger student to read it, then ask Ss to underline the capital letters in Ex 1. Ask Ss to compare in pairs, then go through the answers.

Answers: 1 John Smith is from Liverpool in the UK.2 Maria Fernandez is from Granada in Spain.3 Toru Yamashita is from Osaka in Japan.4 Natalia Mazur is from Poznań in Poland.


With classes whose �rst language doesn’t have a Roman script, you might like to spend time looking at letter formation and position. Point out that capital letter shapes can be the same as their lower case equivalents, but larger, e.g. s/S, w/W and c/C. In other cases, the shape is di�erent, e.g. h/H, r/R and g/G. Draw a line on the board and point out that capital letters go above the line, but some lower case letters extend below it. Show how capital P goes above the line, whereas lower case p rests on it, with the tail going below. Provide further examples for Ss to practise, e.g. y, g and f.

3a Refer Ss to the website text. Ask them to underline the people’s names and circle the place names. Complete the �rst one together to ensure all Ss know what to do, then ask them to continue. Ask Ss to compare their answers in pairs. Go through the answers as a class.

Answers: Underline: Marco Silva, Monika Lewandowski, Benjamin Carter, Mariko Sato, Sang MaiCircle: Buenos Aires, Argentina, Warsaw, Poland, Auckland, New Zealand, Fukuoka, Japan, Hanoi, Vietnam

b Refer Ss to the �ve questions. Ask them to read the website again and �nd the answers. Weaker Ss can write single word answers; stronger classes can write sentences. Remind them to use capital letters for people’s names and place names. When they �nish, check the answers as a class.


34

Un

it 1 Answers:

1 No, he isn’t. He’s from New Zealand.2 He’s from Buenos Aires in Argentina.3 No, she isn’t. She’s from Fukuoka in Japan.4 She’s from Warsaw in Poland.5 He’s from Hanoi in Vietnam.


For extra speaking practice, Ss ask and answer the questions in pairs after you have checked the answers.

4 Refer Ss to the text and tell them it’s an online discussion forum. Refer them to the table and ask them to complete it with the information. Point out that they can use capital letters to help them identify people’s names and the places they come from. When Ss �nish, ask them to compare answers, then check them as a class. Write the answers on the board, using capitals as required.

Answers:

Name From Place of work1 Antoni Bakula Lublin in Poland a language school in

Berlin in Germany2 Billy Davies Chicago in the US a university in Moscow

in Russia3 Jose�na

FloresAcapulco in Mexico

a school in San Juan in Mexico

Homework ideas

Workbook: Ex 1–4, p8

1B Develop your listening

IntroductionThe goal of this lesson is for Ss to understand short conversations about personal details. To help them achieve this, they will practise listening for speci�c information such as names, countries and jobs.

Warm-upWrite the following sentences on the board, without capital letters.madrid is the capital of spain. peter lives in germany.Ask Ss to write them in their notebooks, using capital letters for people’s names and place names. To check answers, ask a con�dent student to come and write the sentences on the board.

1a Ask Ss to match questions 1–3 with answers a–c, then check their answers in pairs. After a few minutes, go through the answers as a class.

Answers: 1 b 2 c 3 a


For extra speaking practice, Ss ask and answer the questions across the class after you have corrected the answers.

b 1.9 Explain to Ss that they will hear four di�erent ways of responding to the same question. Play the recording for Ss to listen and complete the answers. Ask Ss to compare in pairs, play the recording again as necessary, then check the answers.

Answers: 1 I’m called Jason. 2 Jason. 3 My name’s Jason. 4 It’s Jason.

Audioscript 1.9

Narrator: 1A: What’s your name?B: I’m called Jason.Narrator: 2A: What’s your name?B: Jason.Narrator: 3A: What’s your name?B: My name’s Jason.Narrator: 4A: What’s your name?B: It’s Jason.


Ask Ss to practise the four answers in pairs with their own names.

2 Refer Ss to the Focus box and ask them where the important information comes in a sentence.

Answer: At the end.

3 Ask Ss to match the questions with the di�erent answers. Ask them to work individually, then check their answers in pairs.

Answers: 1 a, c, d, g 2 b, h 3 e, f

Teaching tipIn developing listening and reading skills, Ss need to learn to disregard information that is not important to them. These exercises help Ss to tune in only to the information required.

4 1.10 Play the recording for Ss to complete the information under each photo. Ask Ss to compare in pairs, then check the answers.

Answers: 1 Name: Dan Country: the US Job: Student2 Name: Sara Country: the UK Job: Teacher3 Name: Jim Country: Canada Job: Nurse

Audioscript 1.10

1A: Hi! What’s your name?B: My name? It’s Dan. D-A-NA: Hi Dan! Where are you from?B: I come from the US.A: And what’s your job?B: My job? I’m a student.2A: Hello, come in! What’s your name?B: Hi! It’s Sara. S-A-R-A.A: Sara, great. And where are you from?B: The UK.A: The UK, OK. And what’s your job, Sara?B: My job? I’m a teacher.


35

Un

it 1

Answers: 1 Hello. I’m Louisa West. I’m from London. I’m an English

teacher.2 Hello. I’m Marek Kowalski. I’m from Lodz in Poland. I’m a nurse.3 Hi. I’m Christine Chen. I’m from Beijing in China. I’m an o�ce

worker.4 Hello. I’m Tamara Gonzalez. I’m from Valencia in Spain. I’m a

football player.5 Hi. I’m Stefano Pomesano. I’m from Bergamo in Italy. I’m a

farmer.


If you are short of time, divide the task among di�erent pairs, then share answers as a class.

4 Ask Ss to read over the table quickly and use the information to write a pro�le for Jonas Weber, using sentences like the ones in Ex 3. Point out that they need to add capital letters and full stops. Give them a few minutes to work alone, then check in pairs. Go through the answers as a class.

Answers: Hello. I’m Jonas Weber. I’m from Berlin in Germany. I’m a taxi driver.

Prepare5 Refer Ss to the table and ask them to complete it with their own information. Point out that they don’t need to write sentences, just words.

Write6a Ask Ss to use the information in the table to write sentences, like the pro�les they saw in Exs 3 and 4. Remind them to use capital letters and full stops. Ss should work alone. Monitor and be available to help as needed. b Put Ss in pairs. Ask them to exchange pro�les and check each other’s work for correct punctuation.


Put Ss in small groups to read their pro�les to each other. When they �nish, the pro�les can be used for a wall display.

Homework ideas


3A: Good morning, how are you?B: Fine, thank you.A: OK, so what’s your name?B: Jim. J-I-M.A: Tim,B: Jim.A: Ah, Jim … And where are you from, Jim?B: I come from Canada.A: Canada, great. And what’s your job?B: I’m a nurse.A: Great, thanks!

Homework ideas


1C Develop your writing

IntroductionThe goal of this lesson is for Ss to write a short personal pro�le. To help them achieve this, they will learn how to begin a sentence with a capital letter and �nish it with a full stop.

Warm-upDisplay a map of the world and give Ss the following place names to locate on the map: Japan, Mexico, Spain, Canada, plus a few others of your choice. You could put Ss in pairs and give each pair a place name to stick on the map.Ask Ss to identify their own countries on the map.

1 Read the instruction aloud or ask a student to read it out. Ask Ss to match the photos A–C to sentences 1–3. After a few minutes, put Ss in pairs and ask them for their answers.

Answers: 1 B 2 C 3 A

2 Refer Ss to the Focus Box. Read it aloud to the class. Ss then work alone to circle the capital letters and full stops in Ex 1. Ask them to compare in pairs, then go through the answers and deal with any queries. Point out that doctor has a lower case letter at the beginning when we’re referring to someone’s job but has a capital if it’s a name – Doctor Brown.

Answers: 1 Hi, I’m Pedro. I’m from Barcelona in Spain. I’m a doctor.2 Hello. My name is Benjamin Turner. I’m from Vancouver in

Canada. I’m an English teacher.3 Hello. I’m Raquel Jimenez. I’m from Mexico City in Mexico.

I’m an o�ce worker.

3 Ask Ss to look at the poster. Give them a few minutes to read the information and ask if anything seems wrong (some of the punctuation is missing). Ask Ss to work alone to correct the poster by adding full stops and capital letters. Ask them to compare, then go through the answers as a class.


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